1. education
2. school
3. private school

South Western Victoria Region
Successful
Schools Conference
Developing a Viable and
Guaranteed Curriculum
Colin Sloper
Thursday 14th May 2015
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4/05/2015 Guaranteed and Viable Curriculum Successful Schools Conference 2015 PROGRAM OVERVIEW At Level 3, school leaders ensure that a guaranteed and viable curriculum. Focused on enhancing student learning, is in place. In this session, Colin will outline a process for ensuring that the school curriculum is focused enough that it can be adequately addressed in the Fme available to teachers.
teachers. Successful Schools Conference 2015 Desired Outcomes •  Understand what consFtutes a guaranteed and viable curriculum. •  Understand how the Professional Learning Community (PLC) process can assist in making a guaranteed and viable curriculum a reliability. •  IdenFfy the lead indicators to allow parFcipants to work systemaFcally on school transformaFon. Successful Schools Conference 2015 1 © 2015 HBPLS • HA1421 • Successful Schools Conference
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4/05/2015 Clarity precedes competence
“It1 is hard enough to explain what a
complex idea means for action when
you understand it…. It is impossible
when you use terms that sound
impressive but you don’t really
understand what they mean.”
Pfeffer & Sutton, 2000, p.52
Successful Schools Conference 2015 Clarity precedes competence “We 1 subscribe to the theory that effecFve communicaFon requires repeFFon to the point of redundancy.” -­‐ Richard Dufour and Michael Fullan; Cultures Built to Last, 2013, p.10 Successful Schools Conference 2015 A High Reliability Organisa8ons How organisaFons operate when accidents or failures are simply too significant to be tolerated … They take proacFve steps to prevent failure and ensure success. Successful Schools Conference 2015 2 4
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4/05/2015 A High Reliability School … Monitors the effecAveness of criAcal factors within the system and immediately takes acAon to contain the negaAve effects of any ccur. errors that occur.
Successful Schools Conference 2015 Top FiFy Factors Influencing Student Achievement Introduction
3
Table I.1: Top Fifty Factors Influencing Student Achievement
1
2
Self-reported grades and student expectations
Piagetian programs
26
27
Comprehension programs
Concept mapping
3
Response to intervention
28
Cooperative versus individualistic learning
4
Teacher credibility
29
Direct instruction
Providing formative evaluation
30
5
6
Microteaching
Tactile stimulation programs
31
Mastery learning
7
Classroom discussion
32
Worked examples
8
Comprehensive interventions for learning-disabled students
33
Visual-perception programs
9
Teacher clarity
34
Peer tutoring
Feedback
35
Cooperative versus competitive learning
11
Reciprocal teaching
36
Phonics instruction
12
Teacher-student relationships
37
13
Spaced versus mass practice
38
14
Metacognitive strategies
39
Pre-term birth weight
15
Acceleration
40
Keller Personalized System of Instruction (PSI)
16
Classroom behavior
41
Peer influences
10
Student-centered teaching
Classroom cohesion
17
Vocabulary programs
42
Classroom management
18
Repeated reading programs
43
Outdoor and adventure programs
Creativity programs on achievement
44
Home environment
Prior achievement
45
Socioeconomic status
19
20
46
Interactive video methods
22
Study skills
47
Professional development
23
21
Teaching strategies
Self-verbalization and self-questioning
48
24
Problem-solving strategies
49
Play programs
25
Not labeling students
50
Second- and third-chance programs
Goals
Source: Data from Hattie, 2009, 2012.
As indicated in table I.1, forty-six of the top fifty factors (92 percent) are within a school’s control.
For decades, schools have used educational research like Hattie’s to select individual factors to implement in
their schools. For example, many schools have implemented response to intervention (RTI), the third factor
in Hattie’s list. Other schools have implemented formative evaluation systems, the fifth factor on Hattie’s
list. In some cases, schools have worked to improve their effectiveness relative to one, two, or several factors.
While those efforts are laudable, they represent too narrow a focus. All of Hattie’s factors need to be arranged
in a hierarchy that will allow schools to focus on sets of related factors, progressively addressing and achieving
increasingly more sophisticated levels of effectiveness.
Successful Schools Conference 2015 What are Leading Indicators? •  “Important condiFons that are known to be associated with improvement.” –Foley et al., n.d., p. 2
•  Provide direcFon about areas which may need work Successful Schools Conference 2015 3 © 2015 HBPLS • HA1421 • Successful Schools Conference
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4/05/2015 What are Lagging Indicators? Provide concrete evidence that a school has achieved a specific level of performance. ???
ding
Lea ators??
c
InLdaigging
????
Indicators?
Successful Schools Conference 2015 Successful Schools Conference 2015 4 6
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4/05/2015 Successful Schools Conference 2015 CriMcal Commitments AUer creaFng lagging indicators for a level, school leaders implement specific acFviFes or iniFaFves that help them meet the goals inherent in the lagging indicators. These iniFaFves are called criMcal commitments. Based on research, Marzano and his colleagues make strong recommendaFons as to what these criMcal commitments should be. Successful Schools Conference 2015 Successful Schools Conference 2015 5 © 2015 HBPLS • HA1421 • Successful Schools Conference
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4/05/2015 Successful Schools Conference 2015 High Reliability Levels Five Levels of a HRS A Competency-­‐Based System Standards-­‐Referenced ReporMng Guaranteed and Viable Curriculum EffecMve Teaching in Every Classroom Safe and CollaboraMve Culture Successful Schools Conference 2015 In other words … High Reliability Schools … Minimise the risk and maximise the learning. Successful Schools Conference 2015 6 8
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4/05/2015 High Reliability Levels Five Levels of a HRS A Competency-­‐Based System Standards-­‐Referenced ReporMng Guaranteed and Viable Curriculum EffecMve Teaching in Every Classroom Safe and CollaboraMve Culture Successful Schools Conference 2015 What are Leading Indicators? •  “Important condiFons that are known to be associated with improvement.” –Foley et al., n.d., p. 2
•  Provide direcFon about areas which may need work Successful Schools Conference 2015 Leading Indicators for Level 3 Guaranteed and Viable Curriculum
3.1 The school curriculum and accompanying assessments adhere to state and district standards. 3.2 The school curriculum is focused enough that it can be adequately addressed in the Fme available to teachers. 3.3 All students have the opportunity to learn the criFcal content of the curriculum. 3.4 Clear and measurable goals are established and focused on criFcal needs regarding improving overall student achievement at the school level. 3.5 Data are analyzed, interpreted, and used to regularly monitor progress toward school achievement goals. 3.6 Appropriate school-­‐level and classroom-­‐level programs and pracFces are in place to help students meet individual achievement goals when data indicate intervenFons are needed. Successful Schools Conference 2015 7 © 2015 HBPLS • HA1421 • Successful Schools Conference
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4/05/2015 Leading Indicators for Level 3 Guaranteed and Viable Curriculum
3.1 The school curriculum and accompanying assessments adhere to state and district standards. Examples: •  The wriOen curriculum is analysed to ensure that it correlates with state and district standards •  The curriculum taught in classrooms (i.e. the taught curriculum) is analysed to ensure that it correlates with the wriOen curriculum •  Assessments have been analysed to ensure that they accurately measure the wriOen and taught curriculum •  School teams regularly analyse the relaAonship between the wriOen curriculum, taught curriculum and assessments •  When asked, teachers can describe the essenAal content and standards for their subject areas or grade level(s) Successful Schools Conference 2015 Leading Indicators for Level 3 Guaranteed and Viable Curriculum
3.2 The school curriculum is focused enough that it can be adequately addressed in the Fme available to teachers. Examples: •  EssenAal elements of content are idenAfied •  How much Ame it would take to adequately address the essenAal elements is examined •  Teams regularly meet to discuss the progression and viability of documents that arAculate essenAal content and Aming of delivery (e.g., pacing guides, curriculum maps) •  EssenAal vocabulary is idenAfied at all levels (i.e., Aers 1, 2, and 3) Successful Schools Conference 2015 Leading Indicators for Level 3 Guaranteed and Viable Curriculum
3.3 All students have the opportunity to learn the criFcal content of the curriculum. Examples: •  Tracking systems are in place that examine each student’s access to the essenAal elements of the curriculum •  Parents are aware of their child’s current access to the essenAal elements of the curriculum Successful Schools Conference 2015 8 10
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4/05/2015 Leading Indicators for Level 3 Guaranteed and Viable Curriculum
3.4 Clear and measurable goals are established and focused on criFcal needs regarding improving overall student achievement at the school level. Examples: •  Goals are established as a percentage of students who will score at a proficient or higher level on state assessments or benchmark assessments •  School-­‐wide achievement goals are posted so that staff see them on a regular basis •  School-­‐wide achievement goals are discussed regularly at staff meeAngs •  Goals are established for eliminaAng the achievement gap for all students •  Timelines contain specific benchmarks for each goal, including individual(s) responsible for the goal Successful Schools Conference 2015 Leading Indicators for Level 3 Guaranteed and Viable Curriculum
3.5 Data are analysed, interpreted, and used to regularly monitor progress toward school achievement goals. Examples: •  Overall student achievement is regularly analysed •  Student achievement is examined from the perspecAve of value-­‐added results •  Results from mulAple types of assessments are regularly reported and used (e.g. benchmark, common assessments) •  Reports, graphs, and charts are regularly updated to track growth in student •  achievement •  School leadership teams regularly analyse school growth data •  Data briefings are conducted at staff meeAngs Successful Schools Conference 2015 Leading Indicators for Level 3 Guaranteed and Viable Curriculum
3.6 Appropriate school-­‐level and classroom-­‐level programs and pracFces are in place to help students meet individual achievement goals when data indicate intervenFons are needed. Examples: •  The school schedule is designed so that students can receive academic help while in school •  Response to intervenAon measures and programs are in place •  Enrichment programs are in place Successful Schools Conference 2015 9 © 2015 HBPLS • HA1421 • Successful Schools Conference
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4/05/2015 Level 3 Cri8cal Commitment Guaranteed and Viable Curriculum
ConFnually monitor the viability of the curriculum. Create a comprehensive vocabulary program. Use direct instrucFon for knowledge applicaFon and metacogniFon skills Successful Schools Conference 2015 The content that should be addressed at each year level in each subject area is clearly defined. Successful Schools Conference 2015 Viable: the content can be adequately addressed in the instrucFonal Fme available. Successful Schools Conference 2015 10 12
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4/05/2015 “Teachers who truly understand what they want their students to accomplish will almost surely be more instrucAonally successful than teachers whose understanding of hoped-­‐for student accomplishments are murky.” -­‐ W. James Popham Successful Schools Conference 2015 Learning, and the curriculum we determine is most essenAal for students to learn, will only be guaranteed and viable if teams of educators define in clearly. Marzano, 2001 Successful Schools Conference 2015 There are too many standards….. DuFour & Marzano, 2011; Schmoker 2011 Successful Schools Conference 2015 11 © 2015 HBPLS • HA1421 • Successful Schools Conference
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4/05/2015 Standards must be unpacked so that educators and students know what mastery looks like, so instrucAon can match these expectaAons, and so teams of educators can backwards plan. McTighe & Wiggins, 2003 Successful Schools Conference 2015 The beOer our understanding of content and the more precisely we unpack and unwrap standards, the beOer our assessments of student learning. This will lead to more accurate idenAficaAons of students in need of extra support. Hierck & Weber, 2014 Successful Schools Conference 2015 PRIORITIZING STANDARDS Successful Schools Conference 2015 12 14
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4/05/2015 We prioriMze Standards to guarantee the viability of the curriculum. Successful Schools Conference 2015 PRIORITIZING STANDARDS The curriculum Standards represent an overly broad set of learning targets for students to master at an appropriate level of depth and complexity. An agreed-­‐on set of standards is criFcal to ensuring a guaranteed, viable curriculum. Successful Schools Conference 2015 PRIORITIZING STANDARDS “……the sheer number of standards is the biggest impediment to implemenAng standards.” Scherer, 2001 Successful Schools Conference 2015 13 © 2015 HBPLS • HA1421 • Successful Schools Conference
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4/05/2015 It’s a classic “can’t see the forest for the trees” scenario. A Guaranteed and Viable Curriculum is comprised of . . . “Nice To Know” “Important To Know And Do” “Need To Know” Adapted from McTighe & Wiggins Successful Schools Conference 2015 What are the criteria for priority? 1. 
2. 
3. 
4. 
5. 
Endurance Leverage Readiness Teacher Judgment Assessment Connected Successful Schools Conference 2015 14 16
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4/05/2015 What are the criteria for priority? o  Endurance (Will this provide knowledge and skills that will be of value beyond a single test date?) o  Leverage (Will this provide knowledge and skills that will be of value in mulFple disciplines?) o  Readiness for next level of learning (Will this provide students with the “tools” they need for success at the next level or grade.) -­‐ Reeves, D. Cited in Ainsworth, L. (2003). “Unwrapping” the Standards. Englewood, CO. Advanced Learning Press. Successful Schools Conference 2015 What are the criteria for priority? o  Teacher Judgment (Do you as the content expert believe this skill/knowledge is criFcal for all students to know or be able to do?) o  Assessment Connected (Will this skill/knowledge be assessed on an instrument used for instrucFonal decision-­‐making?) -­‐ Reeves, D. Cited in Ainsworth, L. (2003). “Unwrapping” the Standards. Englewood, CO. Advanced Learning Press. Successful Schools Conference 2015 IdenMfying Priority Content Content or Standard Teacher Judgment Endurance Leverage Readiness Assessment Connected Successful Schools Conference 2015 15 © 2015 HBPLS • HA1421 • Successful Schools Conference
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4/05/2015 IdenMfying Priority Content Content or Standard Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. IdenFfy these in two-­‐
dimensional figures. Teacher Judgment Endurance Leverage Readiness Assessment Connected ✓ ✓ ✓ ✓ ✓ Successful Schools Conference 2015 Narrowing the InstrucMonal Focus KEEP
DROP
CREATE
“In the process we discovered that countless lessons from exisAng units could be eliminated because they did not address the EssenAal Learnings... Our work finally had the kind of clarity and focus necessary to create new systems for responsible -­‐ William Ferriter assessment!” Sixth Grade Teacher Successful Schools Conference 2015 Tips To Move Forward 1. 
2. 
3. 
4. 
Agree on a unit or discipline area to begin. Don’t throw the baby out with the bath water. Consider the criteria for determining what is ESSENTIAL. CollecFvely commit to the ‘what’ and be prepared to answer; What will they need to demonstrate in order to show us they understand this? 5.  Protect your Fme to teach these ‘essenFals’. 6.  Ensure you write in student friendly language so that students understand the learning goal. 7.  Learn by Doing! Successful Schools Conference 2015 16 18
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4/05/2015 Guaranteed means all teachers are aware of the content they are responsible for. Viable means that the amount of content is teachable in the Fme available for instrucFon. A guaranteed and viable curriculum is one that can be taught in the Fme available and is being taught in every classroom. Successful Schools Conference 2015 Highlights! Insights!
This strategy is designed to sFmulate your reflecFve thinking about the informaFon just presented: 1.  Given what you have just heard on the guaranteed and viable curriculum, what is one highlight for you? 2.  Given what you have just heard on the guaranteed and viable curriculum, what is one insight for you? Be ready to share with a new partner! Successful Schools Conference 2015 What if teachers and leaders were like pilots? Successful Schools Conference 2015 17 © 2015 HBPLS • HA1421 • Successful Schools Conference
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4/05/2015 OrganizaFons that “take a variety of extraordinary steps in pursuit of error free performance.” (Weick, Sutcliffe, Ostefeld, 1999). A HANDBOOK FOR HIGH RELIABILITY SCHOOLS
6
The following chapters list leading indicators for each level. Lagging indicators, however, must be formulated for each specific school by its leaders. Schools should identify lagging indicators and set criterion scores
that are appropriate to their unique situation and needs. In each chapter, we provide a template leaders can
use to formulate lagging indicators and set criterion scores for each level.
Implementing Critical Commitments
After creating lagging indicators for a level, school leaders implement specific activities or initiatives that
help them meet the goals inherent in the lagging indicators. For example, if a school’s lagging indicator states
that they will average no more than one incident per month in which rules or procedures are not followed,
Schools and they currently average five such incidentsSuccessful per month, they
must implement activities or initiatives that
Conference 2015 change the current state of the school.
We refer to the suggested activities or initiatives that school leaders implement to meet their lagging indicators
as critical commitments. It is important to note that these commitments are based on the cumulative experience
of practitioners and researchers at Marzano Research Laboratory and the research and development work of
Robert J. Marzano. Therefore, the critical commitments identified in this book should be considered as strong
suggestions. Certainly a school can reach high reliability status for a given level without implementing these suggestions; however, years of experience have established these activities as very useful to achieving high reliability
status for a given level. Critical commitments within each level are shown in table I.3 (page XX).
CriMcal Commitments Table I.3: HRS Critical Commitments
Level 5
Get rid of time requirements.
Adjust reporting systems accordingly.
Level 4
Develop proficiency scales for the essential content.
Report status and growth on the report card using proficiency scales.
Level 3
Continually
monitor the viability of the curriculum.
Create
a comprehensive vocabulary program.
Use
direct instruction for knowledge application and metacognitive skills.
Level 2
Create an evaluation system whose primary purpose is teacher development:
t The system is comprehensive and specific.
t The system includes a developmental scale.
t The system acknowledges and supports growth.
Level 1
Implement the professional learning community (PLC) process.
The critical commitments for each level are described in depth in the following chapters. We believe they
are essential to achieving high reliability status.
Successful Schools Conference 2015 Monitoring Performance for Continuous Improvement
Once a school has met the criterion score for a level’s lagging indicators, it is considered to have achieved
high reliability status for that level. However, being a high reliability school at a given level involves more
than meeting criterion scores for lagging indicators. Recall from the previous discussion of high reliability
Leading Indicators for Level 3 Guaranteed and Viable Curriculum
3.1 The school curriculum and accompanying assessments adhere to state and district standards. 3.2 The school curriculum is focused enough that it can be adequately addressed in the Fme available to teachers. 3.3 All students have the opportunity to learn the criFcal content of the curriculum. 3.4 Clear and measurable goals are established and focused on criFcal needs regarding improving overall student achievement at the school level. 3.5 Data are analyzed, interpreted, and used to regularly monitor progress toward school achievement goals. 3.6 Appropriate school-­‐level and classroom-­‐level programs and pracFces are in place to help students meet individual achievement goals when data indicate intervenFons are needed. Successful Schools Conference 2015 18 20
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4/05/2015 Making a ShiF in Schools From To From each teacher assigning priority to different learning standards To collabora8ve teams establishing the priority of respec8ve learning standards From each teacher clarifying what students must learn Collabora8ve teams building shared knowledge and understanding about essen8al learning From each teacher determining the pacing of the curriculum To collabora8ve teams of teachers agreeing on common pacing From ‘collabora8on lite’ on maOers unrelated to student achievement To collabora8on explicitly focused on issues and ques8ons that most impact on student achievement Successful Schools Conference 2015 PrioriFzing standards to ensure viability is not enough. Schools must ensure that teachers share a deep level of understanding about what mastery or prioriFzed standards means. Consistency of expectaFons is achieved when school’s unpack and unwrap prioriFzed standards. Successful Schools Conference 2015 UNPACKING STANDARDS Successful Schools Conference 2015 19 © 2015 HBPLS • HA1421 • Successful Schools Conference
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4/05/2015 We unpack Standards to inform a consistently understood depth of instrucMon from which we can plan. Successful Schools Conference 2015 UNPACKING STANDARDS Teachers must unpack standards so that staff build collecFve consensus on the rigor and requirements associated with mastery of grade-­‐
level standards. Successful Schools Conference 2015 UNPACKING STANDARDS “…unpacking standards can inform differenAaAon; when teams describe in detail the quality of student work that will be required to demonstrate mastery of standards, they are in a great posiAon to idenAfy necessary prerequisite and appropriate extensions.” -­‐ Hierck & Weber, 2014 Successful Schools Conference 2015 20 22
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4/05/2015 DifferenMaMon What are we going to do for those who already know it? What are we going to do for those who don’t learn it? Extra Mme Extra support Successful Schools Conference 2015 UNPACKING STANDARDS We know that some students will lack the prerequisite skills required to access new content. Let’s be prepared by assessing which students lack which prerequisite knowledge, by planning Fme to provide this pre-­‐teaching. port p
u
s
e
ntaMv
Preve
Successful Schools Conference 2015 UNPACKING STANDARDS We know that there will be some students who can already demonstrate mastery of new content, our who have already meet our expectaFons. Let’s be prepared with tasks that authenFcally challenge students with acFviFes of greater depth and complexity. me e sa
th
ore of
m
t
s
u
j
Not Successful Schools Conference 2015 21 © 2015 HBPLS • HA1421 • Successful Schools Conference
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4/05/2015 The proc
es
impacts s of unpacking s
on core
instrucF tandards differenF
on and aFon. When te
ac
target th hers understand
t
at they a
re respo he ensuring
n
sible for
st
plan the udents master, they can
ir instruc
F
on more
precisely
. Successful Schools Conference 2015 UNPACKING STANDARDS Unpacking standards ensures that first instrucFon is best instrucFon; that teams are in the posiFon to provide prevenFve, proacFve supports; that staff plan for Tier 1 supports and build them into core instrucFon. ill w
dents ier 3 u
t
s
r
e
T
….few Tier 2 and
e
r
i
requ
rts. suppo
Successful Schools Conference 2015 Unpacking Standards: •  ensures teachers are crystal clear regarding the expectaFons •  ensures students are crystal clear regarding the expectaFons •  drives instrucFon •  predefines prerequisites and enrichment tasks that are directly related to prioriFzed standards for students with differing levels of readiness Successful Schools Conference 2015 22 24
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4/05/2015 When staff unpack Standards they plan for Tier 1 supports and build them into core instrucFon… …. fewer students require Tier 2 and Tier 3 supports! Successful Schools Conference 2015 Unpacking Standards -­‐ IdenMfying Learning Targets AUer idenFfying the outcomes which make up the guaranteed and viable curriculum, the collaboraFve team break down these broad statements into teachable and measurable increments in order to apain clarity around what it is that we want students to learn. Successful Schools Conference 2015 Learning Targets Statements of what we want students to learn and be able to do. Successful Schools Conference 2015 23 © 2015 HBPLS • HA1421 • Successful Schools Conference
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4/05/2015 SFggins (2007) idenFfies four main types of learning targets: •  knowledge •  reasoning •  performance •  product Successful Schools Conference 2015 Knowledge: Involves mastery of substanFve subject content that represents knowing and understanding. Successful Schools Conference 2015 Reasoning: Involves using knowledge and understanding to draw conclusions and solve problems. Successful Schools Conference 2015 24 26
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4/05/2015 Performance: Involves the development of proficiency in compleFng a task where the process is as important as the product or outcome. Successful Schools Conference 2015 Product:
Involves the ability to create tangible products that represent learning. Products present concrete evidence of academic proficiency. Successful Schools Conference 2015 Knowledge!
Know"
List"
Name"
Identify"
Tell"
Examine"
Recognize"
Explain"
Understand"
Describe"
Define"
Reasoning!
Performance
Skill!
CompareContrast"
Distinguish"
Analyze"
Organize"
Infer-Deduce"
Predict"
Interpret"
Hypothesize"
Sort"
Evaluate"
Prove"
Judge"
Support"
Justify"
Classify"
Play"
Do"
Use"
Observe"
Measure"
Explore"
Demonstrate"
Carry out"
Model"
Listen"
Perform"
Question"
Conduct"
Speak"
Identify"
"
Product!
Make"
Generate"
Design"
Construct"
Invent"
Produce"
Draw"
Write"
Create"
Develop"
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4/05/2015 Why? • Promotes clarity • Promotes consistent prioriFes • Is crucial to the common pacing required for formaFve assessment • Can help establish a curriculum that is both guaranteed and viable • Creates ownership of the curriculum among those who are asked to teach it Successful Schools Conference 2015 Examples 1. COUNTING Understand and reason with number
sequences increasing and decreasing by twos, fives and
tens from any starting point, moving to other sequences,
emphasising patterns and explaining relationships
Skills
• Use patterns in counting
by 2, 5, and 10.
• Investigate, describe and
record the effects of
counting by twos, fives and
tens from any starting
point.
• Predict missing numbers
in sequences of 2, 5 and 10
counting patterns.
• Identify patterns in
numbers (eg 4) in the
number sequence of 2s.
• Count fluently by 2s, 5s,
and 10s from any starting
point.
Knowledge
• There is a relationship
between numbers within
patterns.
2. NUMERATION Recognise, model, represent and
visualise numbers initially to 1000 and then beyond, and
read, write and order those numbers.
Skills
Knowledge
• Use place value to
understand, read, write and
order any number to 1000.
• Model numbers to 1000
using bundles, cubes &
other materials.
• Recognise the ‘grouping by
tens’ pattern in structured
materials (PV blocks,
number lines, metric scales)
• Write numerals for
numbers expressed in
words.
• A group of ten is
represented as one ten.
• A group of ten tens is one
hundred.
• A group of ten hundreds is
one thousand.
Successful Schools Conference 2015 2.  How do we know if they have learned
it? • Agreement on the method of assessing those skills (knowledge, reasoning, performance, product) • Agreement on standard of measurement • Agreement on level of proficiency Successful Schools Conference 2015 26 28
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4/05/2015 One way of developing the guaranteed and viable curriculum is using a Proficiency Scale. We unwrap Standards to inform the ways in which we must assess students and to determine the instrucMon that will prepare them for the learning. Successful Schools Conference 2015 UNWRAPPING STANDARDS Standards, instrucFon and assessment conFnuously interact. In the teaching process they should be so intertwined that it is difficult to tell them part. Successful Schools Conference 2015 27 © 2015 HBPLS • HA1421 • Successful Schools Conference
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4/05/2015 UNWRAPPING STANDARDS “If we want students to reason, perform, and produce, we must design, administer, and analyze assessments that measure this type of learning.” Hierck & Weber, 2014 Successful Schools Conference 2015 BUILDING A STRONG TIER 1 Ensuring ALL students respond to iniMal instrucMon ProacMvely addressing school culture Employing effecMve instrucMonal strategies Unwrapping Standards Unpacking Standards PrioriMzing Standards Successful Schools Conference 2015 Time to Reflect ! In light of the informaFon so far where might you think your school is providing a guaranteed and viable curriculum? ! Make your decision considering what you understand a guaranteed and curriculum to be? ! Be prepared to discuss your reasons with your colleagues and share to whole group ! What conclusions about your school can you draw? Successful Schools Conference 2015 28 30
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4/05/2015 Another ConsideraMon
Time audits are criFcal components of guaranteed and viable curriculum planning. Time audits idenFfy where Fme is currently being spent in a school as well as Fme required for learning essenFal content. Successful Schools Conference 2015 If we have a guaranteed and viable curriculum
urriculum, what happens when students don’t learn the required skills and knowledge?
knowledge? Successful Schools Conference 2015 What’s your sense of how a tradiAonal school responds when it becomes apparent that students aren’t learning at the expected levels, (the guaranteed and viable curriculum)? Successful Schools Conference 2015 29 © 2015 HBPLS • HA1421 • Successful Schools Conference
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4/05/2015 Tradi8onal school’s response -­‐ No consistent, systemaFc response from the school. The school does not respond. Individual teachers are on their own. Successful Schools Conference 2015 Traditional school’s message -
The student is given choices and advised
he/she will be held accountable for his/her
decisions.
We will demonstrate little interest in the
choices you make other than hold you
accountable for them.
Successful Schools Conference 2015 Assump8on driving a tradi8onal school’s culture: We provide students with the opportunity to learn. If students fail to take advantage of the opportuniFes, they must suffer the consequences of their decisions Successful Schools Conference 2015 30 32
Successful Schools Conference • HA1421 • © 2015 HBPLS
4/05/2015 PLC’s response Provides the student with increasing levels of
time and support when he/she experiences
difficulty
It’s timely (every 3 weeks), systematic and does
not rely of the discretion of individual teachers
Students are not invited to seek help but are
mandated to receive additional help
Successful Schools Conference 2015 PLC’s message Learning IS required
You CAN and WILL be successful here
You may NOT choose to FAIL
We want you to feel CONNECTED
Get INVOLVED
Be SUCCESSFUL
Successful Schools Conference 2015 Assump8on driving a PLC school’s culture: Our purpose is to ensure all student learn. All of our pracFces, policies and procedures must be assessed on their impact on learning. Our collaboraFve efforts have an impact on student learning. Successful Schools Conference 2015 31 © 2015 HBPLS • HA1421 • Successful Schools Conference
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4/05/2015 “Formula for Learning” TRADITIONAL SCHOOL InstrucFon + Time = Learning (fixed) (fixed) (variable) Successful Schools Conference 2015 “Formula for Learning” PROFESSIONAL LEARNING COMMUNITY InstrucFon + Time = Learning (variable) (variable) (fixed) Successful Schools Conference 2015 Professional Learning Community A group of people working interdependently to achieve a common goal for which members are mutually accountable. CollaboraFve teams are the building blocks PLCs. -­‐ DuFour, Eaker and DuFour Successful Schools Conference 2015 32 34
Successful Schools Conference • HA1421 • © 2015 HBPLS
4/05/2015 1.  What do we want students to
learn? 2.  How do we know if they have learned
it? 3.  What do we do if they don’t learn?
4.  What will we do if they already
know it? Successful Schools Conference 2015 The CollaboraMve Team Process •  Agreement on essenAal learnings •  Agreement on the method of assessing those learnings (knowledge, reasoning, performance, product) •  Agreement on standard of measurement •  Agreement on level of proficiency •  Created in collaboraAon with team members •  Agreement to examine results to form instrucAon and design intervenAons for mastery. Successful Schools Conference 2015 ABC GraffiM: What role does the collaboraMve team play in ensuring the delivery of the guaranteed and viable 5 Minutes curriculum? Successful Schools Conference 2015 33 © 2015 HBPLS • HA1421 • Successful Schools Conference
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4/05/2015 1.  What do we want students to learn?
• Agreement on the essenFal skills and knowledge • Agreement on learning goals • Agreement on learning targets • Agreement on the pacing of the learning Successful Schools Conference 2015 34 36
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Notes
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Notes
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Notes
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Successful Schools Conference • HA1421 • © 2015 HBPLS