Long Term Planning Presentation with Kathryn McCurdy - POP Winter Conference

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Long Term Planning Presentation with Kathryn McCurdy - POP Winter Conference

  1. 1. Roxbury Preparatory Charter School Roxbury, MA Preparing Students for College and Beyond
  2. 2. Do Now: <ul><li>How do you decide what you will teach each day? </li></ul>Power of Planning February 20, 2010
  3. 3. Background: Roxbury Prep <ul><li>Mission: Prepare students to enter, succeed in, and graduate from college </li></ul><ul><li>244 students, 100% African-American or Latino, 72% free and reduced price lunch eligible </li></ul><ul><li>School was founded to serve underserved communities in Boston without access to college prep schools </li></ul><ul><li>School opened in September 1999 with class of 6 th grade students; first graduating class in June 2002 </li></ul><ul><li>Charter renewed in February 2004, February 2009 </li></ul>Power of Planning February 20, 2010
  4. 4. School Organization <ul><li>Rigorous, college prep Math, Science, English, History, Reading classes from 7:45 AM to 3:15 PM </li></ul><ul><li>Athletics and visual andperforming arts Enrichment classes from 3:15 to 4:15 PM </li></ul><ul><li>Small, focused classes with outstanding teachers, a strict code of conduct, and mandatory uniforms </li></ul>Power of Planning February 20, 2010
  5. 5. Curriculum and Instruction at Roxbury Prep <ul><li>Curriculum and Instruction </li></ul><ul><ul><li>3 week summer curriculum development period each August </li></ul></ul><ul><ul><li>Teachers complete protocols for MCAS, Stanford 9, SSAT, and ISEE exams </li></ul></ul><ul><ul><li>Teachers analyze Comprehensive Assessment results to inform instruction and tutoring </li></ul></ul><ul><ul><li>Teachers create and revise Curriculum Alignment Templates (CATs) </li></ul></ul><ul><ul><li>Teachers write Trimester and End-of-Year Comprehensive Assessments (Comps) </li></ul></ul><ul><ul><li>Data analysis is only effective if curriculum and assessments are standards-based and well-planned. </li></ul></ul><ul><ul><li>Time is very important. Teachers must have structured time to complete these tasks. </li></ul></ul>Power of Planning February 20, 2010
  6. 6. Creating a Teacher-Driven Standards-Based Assessment System <ul><li>Key Questions: </li></ul><ul><ul><li>What do my students need to know or be able to do by the end of the year? </li></ul></ul><ul><ul><li>What is the most effective way for me to teach students these important concepts? </li></ul></ul><ul><ul><li>How do I make sure that students have really learned the concepts that I wanted them to learn? </li></ul></ul>Power of Planning February 20, 2010
  7. 7. What do my students need to know? <ul><li>Complete the Curricular Alignment Protocol </li></ul><ul><ul><li>This process is used for the MCAS, SSAT, ISEE, and Stanford 9 exams </li></ul></ul><ul><ul><li>Examples are provided on pages 2 - 3 of the resource guide </li></ul></ul><ul><li>Use State Standards to create Internal Standards </li></ul><ul><ul><li>Requirements for internal standards: clear, measurable, jargon-free, etc. </li></ul></ul><ul><ul><li>Examples are provided on pages 4 - 5 of the resource guide </li></ul></ul>Power of Planning February 20, 2010
  8. 8. How will I teach the content and skills? <ul><li>Create a Curriculum Alignment Template </li></ul><ul><ul><li>Insert Internal Standards and corresponding MA standards into CAT Template </li></ul></ul><ul><ul><li>Organize standards into units </li></ul></ul><ul><ul><li>Brainstorm Learning Activities and Assessment Questions/Activities </li></ul></ul><ul><ul><li>Examples are provided on pages 6 - 7 of the resource guide </li></ul></ul><ul><li>Create a Pacing Calendar </li></ul><ul><ul><li>Weekly Curriculum Guide  Syllabus  Daily Lessons </li></ul></ul><ul><ul><li>Examples are provided on pages 8 - 9 of the resource guide </li></ul></ul>Power of Planning February 20, 2010
  9. 9. How will I know if students have mastered the standards? <ul><li>Implement Assessment Activities and Assessment Questions from CAT </li></ul><ul><li>Develop Comprehensive Assessments </li></ul><ul><ul><li>Given four times per year </li></ul></ul><ul><ul><li>All classes have exam comps </li></ul></ul><ul><ul><li>Science, History, English also have written comps (lab reports, essays, projects, etc) </li></ul></ul><ul><ul><li>Examples are provided on pages 11 – 12 of your resource guide </li></ul></ul><ul><li>Analyze data from Comprehensive Assessments </li></ul><ul><ul><li>Comps Analysis Spreadsheet and Worksheet </li></ul></ul><ul><ul><li>Use Comps Analysis to plan future instruction </li></ul></ul>Power of Planning February 20, 2010
  10. 10. 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                                                
  11. 11. 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
  12. 12. Focus Area: Unit Planning <ul><li>The following materials are used to develop unit plans: </li></ul><ul><ul><li>CATs </li></ul></ul><ul><ul><li>Weekly Curriculum Guide (year-long pacing guide) </li></ul></ul><ul><ul><li>Assessment questions (external assessments, resource guides, etc.) </li></ul></ul><ul><li>The unit planning process includes: </li></ul><ul><ul><li>Organizing sub-standards into units and sequencing them appropriately </li></ul></ul><ul><ul><li>Developing a final assessment for the unit </li></ul></ul><ul><ul><li>Creating a calendar detailing the length of time spent on each sub-standards and indicating the learning activities to be used </li></ul></ul><ul><ul><li>Example provided on page 10 of the resource guide </li></ul></ul>Power of Planning February 20, 2010
  13. 13. Organizing Standards into Units (Science) <ul><li>Science standards are typically arranged into logical units within the state standards. </li></ul>Power of Planning February 20, 2010
  14. 14. Planning the Unit (Science) <ul><li>Use Weekly Curriculum Guide to determine how many instructional days are allotted for the unit </li></ul><ul><li>Determine how many days will be spent on each sub-standard and begin developing learning activities </li></ul><ul><ul><li>Calendar (completed before the unit begins) </li></ul></ul><ul><ul><li>Weekly Syllabi (created on a weekly basis) </li></ul></ul><ul><ul><li>Lesson materials (created on a weekly or daily basis) </li></ul></ul>Power of Planning February 20, 2010
  15. 15. Organizing Standards in Units (Math) <ul><li>Math standards can often times be arranged into units by strands. </li></ul><ul><li>There are some dense standards that can be broken apart across several units. </li></ul><ul><li>When breaking down standards and organizing units, a key question to consider is whether to categorize by the action or by the number type. </li></ul>Power of Planning February 20, 2010
  16. 16. Breaking Down Dense Standards into Units (Math) <ul><li>Example of a Strand Broken Down by Number Type: </li></ul>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?
  17. 17. Breaking Down Dense Standards into Units (Math) <ul><li>Example of a standard that could be broken down by student action or number type (5 th grade). </li></ul>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.
  18. 18. Breaking Down Dense Standards into Units (Math) <ul><li>Example of a standard that can be broken down by student action or number type (3 rd grade). </li></ul><ul><li>Strand: Number Sense and Operations (continued) </li></ul><ul><li>C O M P U TAT I O N A N D O P E R A T I O N S </li></ul><ul><li>3.NSO-C.13. Solve problems involving addition and subtraction of money amounts in decimal notation. </li></ul>Power of Planning February 20, 2010 Actions: Addition (of decimals) Subtraction (of decimals) Number Type: Decimals Money
  19. 19. Developing Assessments (Science) <ul><li>Assessments should be: </li></ul><ul><ul><li>Valid (assesses the standards you plan to assess) </li></ul></ul><ul><ul><li>Reliable (will produce consistent results) </li></ul></ul><ul><ul><li>Efficient (not long for the sake of being long) </li></ul></ul><ul><li>Review existing assessment questions </li></ul><ul><li>Develop additional assessment questions as necessary </li></ul>Power of Planning February 20, 2010
  20. 20. Example Question: Short Answer (8 th grade History) <ul><li>Explain how the American government became a democracy and define what a republic is and why the United States of America is a republic . </li></ul><ul><li> RPC 3.1, 3.2, 3.3, 3.4, US.2, 3, 6, 7, 8 </li></ul>

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