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Slides from a webinar presented by Heidi Hayes Jacobs from Curriculum21 about implementing the Common Core State Standards and mapping your curriculum to the standards. This webinar was held on April …

Slides from a webinar presented by Heidi Hayes Jacobs from Curriculum21 about implementing the Common Core State Standards and mapping your curriculum to the standards. This webinar was held on April 18, 2013. Watch the recording here: http://www.schoolimprovement.com/resources/webinars/webinar-heidi-hayes-jacobs-common-core/

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- 1. Implement the CCSS into Curriculum and AssessmentWebinar:Dr. Heidi Hayes JacobsApril 18, 2013You can view the recording of this webinar, download the slides,and find additional information here:http://www.schoolimprovement.com/resources/webinars/webinar-heidi-hayes-jacobs-common-core/
- 2. Four PhasesImplementation Process!
- 3. Our Essential Questions! How can we designcurriculum to prepare ourlearners for their future?! How do our students knowthey are learning?! How can we integrate theCCSS into our local schoolcurriculum to supportstudent learning?
- 4. Where is Your Faculty?! Background on the CCSS! Curriculum Mapping! Culture of Collaboration! CURRICULUM 21
- 5. Phase ILaying the Foundation!
- 6. Cherry Picking
- 7. Standards—Basics! Standards are proficiency targets, notcurriculum! Standards do not suggest best practice.! The CC standards potentially can raisepractice.! Examining standards by organizationalheaders in a vertical review is critical.! Unwrapping standards for CURRICULARtranslation creates a common language! Effective cross-walking of staff from paststate standards into the new nationalstandards will assist the transition.
- 8. LarryAinsworthKnow what your StandardsDocuments have in them.
- 9. Organizational Markers! In ELA—take one set of standardsand begin by identifying theorganizational headers asANCHORS.! In Math—examine the headersK-8 as ANCHORS! In Math—examine the headerswithin each area of focus! ALL FACULTY should be familiarwith these anchors, whateversubject area they teach.
- 10. Unwrapping to Translation! In our view, the purpose ofunwrapping is to immediatelymove to curriculum translation! For each of the NOUNS, wesuggest that teachers in smallgroups give examples of contenttopics they would address in theircurriculum.! For each of the VERBS we suggestthat teachers in small groups giveexamples of skills and strategiesthat they would address in theircurriculum.
- 11. ! Write informative/explanatory texts to examine a topic and convey ideas, concepts andinformation through the selection, organization, and analysis of relevant content.! Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and informationinto broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), andmultimedia when useful to aiding comprehension.! Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, orother information and examples.! Use appropriate and varied transitions to create cohesion and clarify the relationships amongideas and concepts.! Use precise language and domain-specific vocabulary to inform about or explain the topic.! Establish and maintain a formal style.! Provide a concluding statement or section that follows from and supports the information orexplanation presented.Grade 8Text Type & Purpose
- 12. Text Type & Purpose! Write informative/explanatory texts to examine a topic and convey ideas, concepts andinformation through the selection, organization, and analysis of relevant content.! Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and informationinto broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), andmultimedia when useful to aiding comprehension.! Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, orother information and examples.! Use appropriate and varied transitions to create cohesion and clarify the relationships amongideas and concepts.! Use precise language and domain-specific vocabulary to inform about or explain the topic.! Establish and maintain a formal style.! Provide a concluding statement or section that follows from and supports the information orexplanation presented.Grade 8
- 13. ! 5. Fluently multiply multi-digit whole numbers using the standard algorithm.! 6. Find whole-number quotients of whole numbers with up to four-digitdividends and two-digit divisors, using strategies based on place value, theproperties of operations, and/or the relationship between multiplication anddivision. Illustrate and explain the calculation by using equations, rectangulararrays, and/or area models.! 7. Add, subtract, multiply, and divide decimals to hundredths, using concretemodels or drawings and strategies based on place value properties ofoperations, and/or the relationship between addition and subtraction; relatethe strategy to a written method and explain the reasoning used.Grade 5Perform operations with multi-digit wholenumbers & with decimals to hundredths
- 14. Perform operations with multi-digit wholenumbers & with decimals to hundredths! 5. Fluently multiply multi-digit whole numbers using the standard algorithm.! 6. Find whole-number quotients of whole numbers with up to four-digitdividends and two-digit divisors, using strategies based on place value, theproperties of operations, and/or the relationship between multiplication anddivision. Illustrate and explain the calculation by using equations, rectangulararrays, and/or area models.! 7. Add, subtract, multiply, and divide decimals to hundredths, using concretemodels or drawings and strategies based on place value properties ofoperations, and/or the relationship between addition and subtraction; relatethe strategy to a written method and explain the reasoning used.Grade 5
- 15. Big Idea(s)/MajorConcept(s)EssentialQuestionsCoreContentSkills EvidenceA Quantity can berepresentednumerically nvarious ways.There are multipleways to solve aproblem.1. Why are there somany different waysto representsomething?(MP #7)2. How do Idetermine whichproblem-solvingstrategy to use whensolving a problem?A. Equivalentfractions (Addingand Subtracting)* fractions withunlike denominators(including mixednumbers)* equivalentfractions (likedenominators)* adding andsubtracting fractionswith likedenominators* a/b + c/d=(ad+bc)/ bd* word problems* visual fractionmodels or equationsas examples* mental estimation* reasoning ofanswersA1. Solve addition andsubtraction problemswith fractions with unlikedenominatorsA2. Solve addition andsubtraction problemsusing mixed numberswith unlikedenominatorsA3. Replace givenfractions with equivalentfraction producing likedenominatorsA4. Solve wordproblems involvingfractions with unlikedenominators. Studentsmust use visual fractionmodels or equation torepresent problemA5. Estimate mentallyand Assessreasonableness ofanswers. Students mustuse benchmark fractionsand number sense offraction to supportanswerA-1 Blue Print DesignSummative PerformanceTaskEQ #1 representing MathPractice 7DOK 4sketchup.google.com forblueprints. You will haveto download theprogram. Students willneed computer time tocomplete items.A-1-3 Test with somecomputation 10questions (Type: BriefResponse)Summative: Test:Common DOK 1 andDOK 2A-4 Essay Question- Howdo I determine whichproblem solving strategyto use when solving aproblem?(Type: Brief Response)Summative: Essay Test:DOK 3Strand: Numbers and Operations—Fractions 5th Grade
- 16. Vertical Collaboration! At the heart of mapping andworking effectively with thestandards will be verticalcollaboration.! Jigsaw your faculty members forvertical comparisons of theunwrapping process and discuss:! What were the common nounsand verbs?! How did they scaffold incomplexity?
- 17. Phase IILaunching the Process!
- 18. What is CurriculumMapping?! Calendar-based curriculummapping is a procedure forcollecting and maintaininga database of theoperational curriculum in aschool and/or district.! It provides the basis forauthentic examination ofthe database.
- 19. Mapping is a Coin withTwo Sides! One side is thedocumentation—the mapsthemselves! One side is the reviewprocess—examining andrevising map cumulativelybetween teachers
- 20. Consensus Maps: GuaranteedIntegrating benchmark assessments!Co"aborative commitments!Consistency!
- 21. Diary Maps: ViableIndividual classroom teacher~ Responsive to students ~Flexibility!!
- 22. Elements of Curriculum! Content! Skills! Assessment! Framed byEssentialQuestions
- 23. ContentThe subject matter itself: key concepts, facts, events!
- 24. Discipline-Based Interdisciplinary Student-CenteredFocus on subjects:math, science, socialstudies, literature,arts, physicaleducation, etc.Focus on connectionsbetween two or moresubjects examiningcommon organizingcenterFocus on student-developed interestsShould be active:students asscientists, asartistsRigorous; avoidingpotpourriEmerges directlyfrom learnerContent Formats
- 25. Skills Are Displayed on a Map as:! Precise skills that can be:! Assessed/measured! Observed! Described in specific terms! Skills are action verbs…! Skills scaffold over time! Unlike general processes
- 26. Precision Expectation is Crucial to SkillDevelopment! THE COACH DOESN TSAY:! We re working oncritical playing skillstoday.! THE COACH DOES SAY:! We re working ondriving into the basket.
- 27. On Maps, Assessments are the MajorProducts and Performances:! Assessment is thedemonstration of learning! Assessment is the observableevidence of the CCSTANDARD! They must be listed as definednouns:! Tangible Products or! Observable Performances
- 28. DiagnosisFinding what our learners needfrom the assessment data
- 29. PrescriptionRevising our mapscollaboratively to respond tothose targeted needs
- 30. Let s Remember! Content - the subject matter; keyconcepts; facts; topics; importantinformation! Skills - the targetedproficiencies; technical actionsand strategies! Assessment - thedemonstration of learning; theproducts and performances usedas evidence of skill developmentand content understanding
- 31. EssentialQuestionsEssential questions providefocus and direction to engagelearners in fulfilling themission.
- 32. How Can We Organize and FrameEssential Knowledge?Key Concepts and Enduring Understandings• Supported by specific and salient facts,information, findings, observations• IMPORTANT to note that these very facts,information, findings, observations will changewith time• KNOWLEDGE grows
- 33. Examples of BIG IDEASA history unit on Ancient Egyptmight focus on the concept:A science unit on the Rainforestmight focus on the concept:The geographical location of aculture largely determines itssocial, political and economicpossibilities.In the natural world there aresystems comprised ofinterdependent componentparts.
- 34. REFINING the content idea! Revisiting the content section.! Revisiting it whether it isbased on a topic, theme, issue,problem, or work.! REFINING and FOCUSINGthe content using a set ofessential questions.
- 35. Designing Essential Questions! Structure the unit around 2to 5 essential questions! Use questions as the scopeand sequence of unit! Embrace the appropriatestandards
- 36. Essential Questions as anOrganizer
- 37. ESSENTIAL QUESTIONSare Curriculum Chapters
- 38. Mapping as a hubVisual Tools: David HyerleCurriculumMappingDifferentiationUbDPacingGuidesLiteracyCoreStandardsPilotPrograms
- 39. Potential Tasks to Address School/District/Complex Problems:! Gain information! Avoid repetition! Identify gaps! Locate potential areas forintegration! Match with learner standards! Examine for timeliness! Edit for coherence
- 40. To Gain Task Information onMaps! Highlight something newyou have learned about theoperational curriculum.! When sharing withcolleagues, this processexpands a teacher sunderstanding of thestudents experience.
- 41. Edit for RepetitionRecognize the diﬀerence between meaninglessredundancy and powerful spiraling.!
- 42. Edit for GapsExamine maps for gaps in !Content, Ski"s, Assessments!
- 43. Embed & Validate CommonCore Standards! Search the maps for placeswhere students arecompleting PerformanceTasks related to Skills andContent that match theCCSS
- 44. Edit for Timeliness! Be vigilant abouttechnology in all aspects oflearning.! Review the maps for timelyissues, breakthroughs,methods, materials, andnew types of assessments.
- 45. Integrate Curriculum! Find natural points ofintegration betweensubjects for either contentconnections, cross-disciplinary skills, orshared assessment designs.
- 46. Edit for Coherence! Scrutinize the maps for asolid match between thechoice of Content, thefeatured Skills & Processes,and Assessments.
- 47. Green FlagCulture of Collaborative InquiryCulture of Strategic Communication
- 48. "Team learning is vital because teams, not individuals, are thefundamental learning unit in modern organizations"Peter Senge: The Fi$h Discipline!
- 49. What isCollaborativeInquiry?Collaborative inquiry is asustained process of investigationand action that empowersteachers to improve studentlearning, close the achievementgap and develop school-wideleadership.
- 50. The Collaborative InquiryProcess:DataDrivenbydemographics,assessment,previous mapsFocusedon studentlearningthrough arange ofassessmentsLeadby strategicselection ofteachersDesignedto engageteams increatingresearch-based learningStructuredto promotedistributedleadership
- 51. Collaborative InquiryProcess*Source:NYCDOECurriculum andTeaching InquiryCycleDefineInstructionalStrategyReview MapsVertically/Horizontally forLong TermTake Action,ImplementInstructionalStrategyMonitor StudentCommonAssessments inMapsRevise andRepeat InquiryProcessExamine StudentWork/DataExamine TeacherMaps
- 52. Phase IIIInforming Maps with Assessments!
- 53. Informing Mapswith AssessmentSustaining and Integrating theSystem:Consensus mappingEstablishing benchmarkassessments to monitor CCSSInforming maps withassessment results
- 54. CM Review & Revision ProcessThe procedures for mapping are best presented in a seven-phase model for teachers. !!
- 55. Step Review Process! 1. Collecting the Data! 2. First Read-Through! 3. Small Like/Mixed-Group Review! 4. Large Like/Mixed-Group Comparisons! 5. Determine Immediate Revision Points! 6. Determine Points Requiring Some Research and Planning! 7. Plan for Next Review Cycle(from Mapping the Big Picture: Integrating Curriculum and Assessment K-12; 1997, ASCD, Jacobs, HH.)
- 56. Define QualityWhat are quality demonstrations of student learning?What do exemplary maps look like?!
- 57. 1. Collecting Data! Eventually each teacher in thebuilding completes a first-draftof a projected or diary map! The format is consistent foreach teacher, but reflects theindividual nature of eachclassroom! Important Note: Technologysimplifies the publishing ofdata collection
- 58. Recording & Collecting Skill &Assessment Data! Enter the Skills andAssessments foregrounded foreach unit of study or course! Enter the Skills andAssessments that are ongoingthrough the course of a year! Portfolio Checks! Early Childhood Assessments! Precision is the key
- 59. 2. First Read Through! Each teacher reads the entiregrade-level, discipline, orschool-wide maps as an editorand carries out the prescribedtasks.! Places where new informationis gained are noted/recorded.Places requiring potentialrevision are also noted/recorded.
- 60. 3. Mixed Small Group Review! Groups of 5 to 8 facultymembers are formed – BASEDON PURPOSE! Groups can be from diverseconfigurations (i.e., differentgrade levels and departments)! Meetings should runapproximately 1-1/2 hours! The goal is to simply shareindividual findings! No revisions are suggested atthis time
- 61. Purpose of ReviewsHorizontal & Vertical! To identify the areas or prioritiesin need of monitoring or changing! To examine maps for gaps,absences, and redundancies! To raise central or extendedquestions and issues concerningongoing mapping discoveries
- 62. 4. Large Group Review! All faculty members cometogether and examine thecompilation of findings (basedon recorded notations) fromthe smaller group meetings! Session is facilitated byprincipal and/or teacher-leader(s)
- 63. 5. Determine Areas ofImmediate Revision! The faculty identifies thosecurricula decisions/areasthat can be handled by thesite with relative ease.! The specific facultymembers involved in thoserevisions determine atimetable for action.
- 64. 6. Determine Areas That Require Long-Term Planning! Faculty members identifythose areas that haveimplications beyond thesite and into/with othersites.! Faculty members identifythose areas where moreresearch is needed.
- 65. Using Maps to Impact LearningReview maps to determinewhere and with what frequencyskills are taughtReview timeline to determinewhen they are taughtMake needed changesor revisionsDevelop goal plansand timelinesDevelop staff-development plan(s) and timelines
- 66. 7. The Cycle Continues! Once CM is established, theDistrict CM Cabinet meetsapproximately three to fourtimes annually for reviewupdates.! Task forces report on theirtimetables.! The site-based CM Councilscontinue with ongoing review ofprogress on CCSS
- 67. Cycle ofReview Process!
- 68. This leads us to developing consensus maps withscaffolded benchmark assessments for review.Developing consensus maps with scaﬀolded benchmarkassessments for review. !
- 69. All Mean The Same...You need to determine whatterms you will use at yourschool:! Master Map! Consensus Map! Essential Map! Core Map! Collaborative
- 70. Policy Concerning:! Where is consistencycritical for our studentslearning?! Where is flexibility equallyas important?
- 71. Reach New Ground as a TeamGuiding staﬀ to benchmark assessments on ourconsensus maps!
- 72. Strategic Grouping forProfessional Reviews! Vertical – K-12 ; extended departmental meetings! Targeted Vertical – examples: K-1; 3-6 ; 7-11; 10-12! Across grade level – all third grade; all teachers of freshmen! Targeted cross grade level – interdisciplinary 7th grade team! Extended team – special area teachers, special ed staff, ESL! Feeder pattern – in larger districts only those sharing same students;within school following student groups! Expanded local team – virtual groupings (online); parents;community; internships! Global team – Feedback and collaboration with meaningful worldwideeducators and students.
- 73. Mapping Cornerstone &Benchmark Assessment! The task should merge with theongoing curriculum naturally.! Student products can then beevaluated both vertically andhorizontally.! Revisions in the curriculummap should reflect a fewtargeted skills needing help.! Revisions should be appliedthoughtfully to developmentalcharacteristics of the learner.
- 74. Benchmark Assessments! Benchmarks can be designed onmultiple levels: state tests,district, classroom tasks.! A school establishes a commonset of skills needingdevelopment.! An internally generatedbenchmark assessment task isdeveloped by teachers with thesame protocols; the sametimetable.
- 75. Program AreaContent StandardsOverarchingUnderstandingOverarching EssentialQuestion(s)CornerstoneAssessmentsCourse 1 Course 2 Course 3 Course 4Unit 1Unit 2Unit 3Unit 4Unit 5Unit 1Unit 2Unit 3Unit 4Unit 5Unit 1Unit 2Unit 3Unit 4Unit 5Unit 1Unit 2Unit 3Unit 4Unit 5
- 76. Phase IVAdvancing Maps into the Future!
- 77. Advancing mapsinto the futurePreparing for next standards fromCCSSOIntegrating 21st century skillsReplacing dated contentUpgrading to contemporaryassessment typesMap professional developmentRethinking school formats andleadership protocols
- 78. Upgrading Maps for LearnerEngagement! Screenplays! Teleplays! Podcasts! Broadcasts! Documentaries! Email! The SKYPE grandmothers! Self publishing! Spreadsheets! Digital portfolios! Facebook pages of historicalfigures• CAD blueprints• Text messaging as notetaking• Video conferences inworld language classes• My space as biography• Grant proposals• Web page• Forecasts• Media criticism• Webquests• Second life technology
- 79. Recast Content for Timeliness! Breakthroughs! Contemporary issues! International perspectives! Modern forms of expression! ..A deliberate need to replaceand to shed dated curriculum.
- 80. Join Heidi Hayes Jacobs and Her Team at CMIJoin the CMI event and gain the following:a. Competencies for Mapping to the CCSSb. Understanding of a Practical Four Phase Model for Implementationc. Motivational Tools to Support a Mission-Driven Approachd. A Focus on Student Learning to Drive the Processe. Methods for Modernizing Curriculum for 21st Century LearningReserve your spot today! www.siis2013.com/cmiLearnMore
- 81. © 2013 School Improvement Network Please join us for our upcoming webinars: • April 24: Ba6elle for Kids “Global EducaBon Study: Six Drivers of Student Success” • April 30: Cuper:no Union School District “ObservaBons that Deepen Teacher PracBce” • Every Wednesday: PD 360 Training Series Thank you for aOending!
- 82. To register for upcoming webinarsor to find the recordings frompast webinars hosted bySchool Improvement Network,please visit our website:http://www.schoolimprovement.com/resources/webinars/

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