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Long Term Planning Presentation with Kathryn McCurdy - POP Winter Conference
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Long Term Planning Presentation with Kathryn McCurdy - POP Winter Conference Long Term Planning Presentation with Kathryn McCurdy - POP Winter Conference Presentation Transcript

  • Roxbury Preparatory Charter School Roxbury, MA Preparing Students for College and Beyond
  • Do Now:
    • How do you decide what you will teach each day?
    Power of Planning February 20, 2010
  • Background: Roxbury Prep
    • Mission: Prepare students to enter, succeed in, and graduate from college
    • 244 students, 100% African-American or Latino, 72% free and reduced price lunch eligible
    • School was founded to serve underserved communities in Boston without access to college prep schools
    • School opened in September 1999 with class of 6 th grade students; first graduating class in June 2002
    • Charter renewed in February 2004, February 2009
    Power of Planning February 20, 2010
  • School Organization
    • Rigorous, college prep Math, Science, English, History, Reading classes from 7:45 AM to 3:15 PM
    • Athletics and visual andperforming arts Enrichment classes from 3:15 to 4:15 PM
    • Small, focused classes with outstanding teachers, a strict code of conduct, and mandatory uniforms
    Power of Planning February 20, 2010
  • Curriculum and Instruction at Roxbury Prep
    • Curriculum and Instruction
      • 3 week summer curriculum development period each August
      • Teachers complete protocols for MCAS, Stanford 9, SSAT, and ISEE exams
      • Teachers analyze Comprehensive Assessment results to inform instruction and tutoring
      • Teachers create and revise Curriculum Alignment Templates (CATs)
      • Teachers write Trimester and End-of-Year Comprehensive Assessments (Comps)
      • Data analysis is only effective if curriculum and assessments are standards-based and well-planned.
      • Time is very important. Teachers must have structured time to complete these tasks.
    Power of Planning February 20, 2010
  • Creating a Teacher-Driven Standards-Based Assessment System
    • Key Questions:
      • What do my students need to know or be able to do by the end of the year?
      • What is the most effective way for me to teach students these important concepts?
      • How do I make sure that students have really learned the concepts that I wanted them to learn?
    Power of Planning February 20, 2010
  • What do my students need to know?
    • Complete the Curricular Alignment Protocol
      • This process is used for the MCAS, SSAT, ISEE, and Stanford 9 exams
      • Examples are provided on pages 2 - 3 of the resource guide
    • Use State Standards to create Internal Standards
      • Requirements for internal standards: clear, measurable, jargon-free, etc.
      • Examples are provided on pages 4 - 5 of the resource guide
    Power of Planning February 20, 2010
  • How will I teach the content and skills?
    • Create a Curriculum Alignment Template
      • Insert Internal Standards and corresponding MA standards into CAT Template
      • Organize standards into units
      • Brainstorm Learning Activities and Assessment Questions/Activities
      • Examples are provided on pages 6 - 7 of the resource guide
    • Create a Pacing Calendar
      • Weekly Curriculum Guide  Syllabus  Daily Lessons
      • Examples are provided on pages 8 - 9 of the resource guide
    Power of Planning February 20, 2010
  • How will I know if students have mastered the standards?
    • Implement Assessment Activities and Assessment Questions from CAT
    • Develop Comprehensive Assessments
      • Given four times per year
      • All classes have exam comps
      • Science, History, English also have written comps (lab reports, essays, projects, etc)
      • Examples are provided on pages 11 – 12 of your resource guide
    • Analyze data from Comprehensive Assessments
      • Comps Analysis Spreadsheet and Worksheet
      • Use Comps Analysis to plan future instruction
    Power of Planning February 20, 2010
  • Curriculum Alignment Template Power of Planning February 20, 2010 RPC Standard # Clear and Measurable Standard/Benchmark (What will students know or be able to do?) Learning Activities (How will I teach the content and skills?) Assessment (How will I know that students have mastered the standard?) MA Standard                                                
  • Weekly Curriculum (Year Long Pacing Plan) Power of Planning February 20, 2010   Date Week # Topics To Cover/Activities Trimester 1 8/25-8/28 1 Unit 1: Whole Numbers, Place Value 8/31-9/4 2 Unit 1: Whole Numbers, Addition, Perimeter, Ruler Measurement, Pre-test 9/7-9/11 3 Unit 1: Whole Numbers: Subtraction, Multiplication Introduction 9/14-9/18 4 Unit 1: Whole Numbers: Area, Area & Perimeter multi-step word problems, 9/21-9/25 5 Unit 1: Whole Numbers: Division, Choose the correct operation 9/28-10/2 6 Unit 1: Whole Numbers: Choose the correct operation, Complete pattern, Open Response 10/5-10/9 7 Unit 1: Whole Numbers: Open Response Unit 2: Integers: Introduction, Integers Addition 10/12-10/16 8 Unit 2: Integers: Addition and Subtraction, Open Response 10/19-10/23 9 Unit 3: Data Analysis,: Definition of Data, Data Measures (through average) 10/26-10/30 10 Unit 3: Data Analysis: Line Plots, Tally Charts, Stem and Leaf, 11/2-11/6 11 Unit 3: Data Analysis: Review for Comp, Bar Graphs 11/9-11/13 12 Unit 3: Data Analysis: Line Graphs, Choose the best graph
  • Focus Area: Unit Planning
    • The following materials are used to develop unit plans:
      • CATs
      • Weekly Curriculum Guide (year-long pacing guide)
      • Assessment questions (external assessments, resource guides, etc.)
    • The unit planning process includes:
      • Organizing sub-standards into units and sequencing them appropriately
      • Developing a final assessment for the unit
      • Creating a calendar detailing the length of time spent on each sub-standards and indicating the learning activities to be used
      • Example provided on page 10 of the resource guide
    Power of Planning February 20, 2010
  • Organizing Standards into Units (Science)
    • Science standards are typically arranged into logical units within the state standards.
    Power of Planning February 20, 2010
  • Planning the Unit (Science)
    • Use Weekly Curriculum Guide to determine how many instructional days are allotted for the unit
    • Determine how many days will be spent on each sub-standard and begin developing learning activities
      • Calendar (completed before the unit begins)
      • Weekly Syllabi (created on a weekly basis)
      • Lesson materials (created on a weekly or daily basis)
    Power of Planning February 20, 2010
  • Organizing Standards in Units (Math)
    • Math standards can often times be arranged into units by strands.
    • There are some dense standards that can be broken apart across several units.
    • When breaking down standards and organizing units, a key question to consider is whether to categorize by the action or by the number type.
    Power of Planning February 20, 2010
  • Breaking Down Dense Standards into Units (Math)
    • Example of a Strand Broken Down by Number Type:
    Power of Planning February 20, 2010 Strand: Number Sense and Operations (continued) F R A C T I O N S 5.NSO-F.8. Explain different interpretations of fractions as a ratio of whole numbers, as parts of unit wholes, as parts of a collection, as division of whole numbers by whole numbers, and as locations on the number line. Example: First, 2/3 means “2 divided by 3” and is located between 0 and 1 on the number line. A car moving at a constant speed travels 130 miles in 2 hours. Write the ratio of distance to time and use it to find how far the car will travel in 5 hours. 5.NSO-F.9. Interpret percents as parts out of 100, use % notation, and express a part of a whole as a percentage. Example: Shade a 100-square grid to show 25%. What fraction is this?
  • Breaking Down Dense Standards into Units (Math)
    • Example of a standard that could be broken down by student action or number type (5 th grade).
    Power of Planning February 20, 2010 E S T I M A T I O N 5.NSO-E.23. Estimate sums and differences of whole numbers, positive fractions, and positive decimals. Estimate products of whole numbers and products of positive decimals with whole numbers. Use a variety of strategies and judge reasonableness of answers. Actions: Estimate sums. Estimate differences. Number Type: Whole numbers – estimate sum. Fractions – estimate sum.
  • Breaking Down Dense Standards into Units (Math)
    • Example of a standard that can be broken down by student action or number type (3 rd grade).
    • Strand: Number Sense and Operations (continued)
    • C O M P U TAT I O N A N D O P E R A T I O N S
    • 3.NSO-C.13. Solve problems involving addition and subtraction of money amounts in decimal notation.
    Power of Planning February 20, 2010 Actions: Addition (of decimals) Subtraction (of decimals) Number Type: Decimals Money
  • Developing Assessments (Science)
    • Assessments should be:
      • Valid (assesses the standards you plan to assess)
      • Reliable (will produce consistent results)
      • Efficient (not long for the sake of being long)
    • Review existing assessment questions
    • Develop additional assessment questions as necessary
    Power of Planning February 20, 2010
  • Example Question: Short Answer (8 th grade History)
    • Explain how the American government became a democracy and define what a republic is and why the United States of America is a republic .
    • RPC 3.1, 3.2, 3.3, 3.4, US.2, 3, 6, 7, 8