The Levels of Thinking in AP Vertical Teams®: Skill Progressions for Strong Programs<br />Julie Stephenson<br />Mike Milst...
Talking points<br />Program Status Before <br />Action Plan<br />Alignment Study<br />Concepts v. Skills Study<br />Skill ...
Before<br />District Initiatives<br />Uniform Assessment Guidelines<br />Power Words<br />HOTS Emphasis<br />6th-10th Grad...
Action plan<br />Cohesive and Intensive Professional Development Plan<br />APSI: TCU and UALR<br />Laying the Foundation<b...
Objectives<br />Create and implement a curricular reform action plan based<br />on SKILLS and CONCEPTS necessary for succe...
Learning Our roles in the course sequence<br />Alignment Study<br />Correlate GLEs (Grade-Level Expectations) to Common Co...
Alignment study:Skill Progressions	<br />
Charting the Skill Progressions<br />Create a Visual Skill Progression<br />Banner paper<br />Large printed copies of CCSS...
Creating the alignment map<br />Cut a large piece of banner paper from the central roll.<br />Lay the Standards across the...
Creating the alignment map<br />Intended Results<br />Illustrates Gaps in Learning Progressions<br />Gallery Walk<br />Nee...
Concept v. SkillWhat's the difference?<br />Subject matter can be organized into five broad categories; those categories c...
Declarative	procedural<br />VOCABULARY terms and phrases<br />DETAILS: facts, time sequences, cause/effect sequences, and ...
Levels of Thinking & Powerful Words<br />Used with permission of Laying the Foundation, Inc.<br />
Deeper than standards:pre-ap English skill progressions<br />
Deeper than standards:pre-ap English skill progressions<br />6th Grade<br />7th Grade<br /><ul><li>8th Grade</li></li></ul...
Deeper than standards:pre-ap science skill progressions<br />At each level of thinking, teachers assess the students’ know...
Professional development needs<br />Content area expertise<br />Depth of teaching<br />Consistent vocabulary<br />Consiste...
Intensive Plan forProfessional development<br />Summer 2009<br />Laying the Foundation Summer Institute in Irving, Texas<b...
Interdisciplinary Learning:Reading and writing required<br />Common Core Literacy Standards<br />English as a Supporting C...
9th Grade Pre-AP English I & AP Human Geography & pre-ap biology<br />
9th Grade Pre-AP English I & AP Human Geography & pre-ap biology<br />Writing Workshops <br />Close Reading Model Lessons ...
10th GradePre-AP English II& AP government/AP Economics<br />
11th gradeAP Language and Composition& AP US history<br />
evidence of Student Growth<br />2007<br />2011<br />School Performance Score		85.7<br />ACT Average	20.6<br />AP 3+ Rate		...
Q & A<br />
The Levels of Thinking in AP Vertical Teams
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  • These are all well-intentioned plans, but because they were set at different times there was no cohesion among them unless teachers made them fit together.
  • Faculty book study: Classroom Instruction That Works
  • Tell story about algorithms and teacher comment card. You’ll not reach everyone with this inservice…
  • The Levels of Thinking in AP Vertical Teams

    1. 1. The Levels of Thinking in AP Vertical Teams®: Skill Progressions for Strong Programs<br />Julie Stephenson<br />Mike Milstead<br />Ruston High School Ruston, Louisiana<br />
    2. 2. Talking points<br />Program Status Before <br />Action Plan<br />Alignment Study<br />Concepts v. Skills Study<br />Skill Progressions<br />Professional Development Plan<br />Laying the Foundation, Inc.<br />College Board workshops and institutes<br />Interdisciplinary Learning Opportunities<br />9th Grade<br />10th Grade <br />11th Grade<br />Program Status After<br />
    3. 3. Before<br />District Initiatives<br />Uniform Assessment Guidelines<br />Power Words<br />HOTS Emphasis<br />6th-10th Grade Honors Classes<br />Social, not academic, decision to enroll<br />More work, not deeper work<br />Limited accountability<br />Unclear roles in course sequence<br />
    4. 4. Action plan<br />Cohesive and Intensive Professional Development Plan<br />APSI: TCU and UALR<br />Laying the Foundation<br />Regular Vertical Team Meetings (AP/Non-AP)<br />Philosophy and Objectives<br />Skills and Concepts<br />Skill Progressions in CCSS<br />Laying the Foundation Skill Progression Charts<br />Course Planner Creation<br />Assessment Writing<br />
    5. 5. Objectives<br />Create and implement a curricular reform action plan based<br />on SKILLS and CONCEPTS necessary for success in courses by doing<br />the following:<br />Identifying target skills and concepts for each course in the RHS designated course sequence<br />Drafting a course syllabus for each course in the RHS designated course sequence based on the determined skills and concepts<br />Creating valid and reliable diagnostic and summative assessments for each course in the RHS designated course sequence<br />Adopting a timeline for designing and implementing the necessary changes in the curriculum<br />
    6. 6. Learning Our roles in the course sequence<br />Alignment Study<br />Correlate GLEs (Grade-Level Expectations) to Common Core State Standards<br />Study vertical alignment of skills and concepts<br />Acknowledge gaps in skill progressions<br />Declarative and Procedural Knowledge<br />What’s the difference between a concept and skill?<br />
    7. 7. Alignment study:Skill Progressions <br />
    8. 8. Charting the Skill Progressions<br />Create a Visual Skill Progression<br />Banner paper<br />Large printed copies of CCSS for final course in sequence<br />English Language and English Literature<br />Calculus<br />Chemistry<br />Physics<br />Biology<br />American History <br />Teacher copies of state standards and CCSS<br />Markers<br />Post-It notes<br />Tape<br />
    9. 9. Creating the alignment map<br />Cut a large piece of banner paper from the central roll.<br />Lay the Standards across the paper in rows with spaces between the rows to write.<br />Using the list of K-12 standards in your binder, align the enabling knowledge standards from courses in the sequence of study.<br />Record the grade-level and standard number. <br />Chart the standards in reverse chronological order. <br />Highlight on your document any standards that don’t seem to align.<br />
    10. 10. Creating the alignment map<br />Intended Results<br />Illustrates Gaps in Learning Progressions<br />Gallery Walk<br />Needs Assessment<br />Informs Teachers<br />Depth of Mastery <br />Priorities<br />Insights<br />Concept vs. Skill<br />Levels of Thinking<br />Unintended Results<br />Solutions generated<br />Ideas shared<br />Administration “brought on board”<br />
    11. 11. Concept v. SkillWhat's the difference?<br />Subject matter can be organized into five broad categories; those categories can be classified into two types.<br />From Classroom Instruction That Works Marzano, Pickering, and Pollock<br />
    12. 12. Declarative procedural<br />VOCABULARY terms and phrases<br />DETAILS: facts, time sequences, cause/effect sequences, and episodes<br />ORGANIZING IDEAS: generalizations and principles <br />TACTICS: general rules governing an overall flow of execution<br />ALGORITHMS: mental skills that have specific outcomes and steps; those steps generally have to be performed in a set order<br />PROCESSES: not amenable to "step-by-step" instructional approach; involve complex interactions of complex skills<br />
    13. 13. Levels of Thinking & Powerful Words<br />Used with permission of Laying the Foundation, Inc.<br />
    14. 14. Deeper than standards:pre-ap English skill progressions<br />
    15. 15. Deeper than standards:pre-ap English skill progressions<br />6th Grade<br />7th Grade<br /><ul><li>8th Grade</li></li></ul><li>Deeper than standards:pre-ap math skill progressions<br />Analysis of Functions: Piecewise Graphs <br />Content Progression Chart<br />
    16. 16. Deeper than standards:pre-ap science skill progressions<br />At each level of thinking, teachers assess the students’ knowledge and competence. Without regular formative assessment to determine students’ mastery, these skill progressions have little value.<br />
    17. 17. Professional development needs<br />Content area expertise<br />Depth of teaching<br />Consistent vocabulary<br />Consistent strategies<br />Our Solutions<br />Laying the Foundation, Inc.<br />AP Summer Institutes<br />
    18. 18. Intensive Plan forProfessional development<br />Summer 2009<br />Laying the Foundation Summer Institute in Irving, Texas<br />TCU AP Summer Institute<br />Summer 2010<br />Laying the Foundation Summer Institute in El Dorado, Arkansas<br />TCU AP Summer Institute<br />2010-2011 School Year<br />One- and Two-Day CollegeBoard® AP Workshops<br />Human Geography<br />Biology<br />Pre-AP Math<br />AP Language<br />AP Summer Institutes: TCU and UALR<br />2011-2012 School Year<br />In-District Laying the Foundation Year One Training<br />6th-11th Math<br />6th-11th Science<br />6th-11th English<br />
    19. 19. Interdisciplinary Learning:Reading and writing required<br />Common Core Literacy Standards<br />English as a Supporting Course<br />Teacher-Led Professional Development<br />Shared Innovation<br />Shared Vocabulary<br />Common Assessment Language<br />Latin and Greek Word Parts<br />Kelly Gallagher’s 30-15-10 List from Deeper Reading<br />Interdisciplinary Research Projects<br />Authentic prompts<br />Integrated research skills<br />
    20. 20. 9th Grade Pre-AP English I & AP Human Geography & pre-ap biology<br />
    21. 21. 9th Grade Pre-AP English I & AP Human Geography & pre-ap biology<br />Writing Workshops <br />Close Reading Model Lessons <br />Shared Essay Assignments and Common Rubrics<br />Integrated Units<br />Agriculture with The Omnivore’s Dilemma: The Young Reader’s Edition by Michael Pollan<br />Population with Anthem by Ayn Rand<br />Migration with The Odyssey by Homer<br />Imperialism and Colonialism with Great Expectations by Charles Dickens<br />Religion and Ethnicity with Night by Elie Wiesel<br />Language with Romeo and Juliet <br />
    22. 22. 10th GradePre-AP English II& AP government/AP Economics<br />
    23. 23. 11th gradeAP Language and Composition& AP US history<br />
    24. 24. evidence of Student Growth<br />2007<br />2011<br />School Performance Score 85.7<br />ACT Average 20.6<br />AP 3+ Rate 49%<br />School Performance Score 108.9 <br />ACT Average 21.7<br />AP 3+ Rate 74%<br />AP Enrollment +60% <br />
    25. 25. Q & A<br />

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