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Instruction for ALL Students
- 1. To what degree do districts and schools ensure full access to challenging content aligned with rigorous standards for all students and student subgroups? What Matters Most
- 2. Why grade level standards? Alice, speaking to Cheshire Cat: “Would you tell me, please, which way I ought to go from here?” “That depends a good deal on where you want to get to,” said the Cat. “I don’t much care where,” said Alice. “Then it doesn’t matter which way you go,” said the Cat. “ –so long as I get somewhere,” Alice added as an explanation. “Oh, you’re sure to do that,” said the Cat, “if you only walk long enough.” -Lewis Carroll, Alice’s Adventures in Wonderland, 1865
- 3. Where are we going?UNPACKING STANDARDS Desired Results Evidence Learning Experiences
- 4. Desired ResultsUNPACKING STANDARDS 1. Standard 2. Access Point 3. Supporting Standard(s) 4. Students will know . . . 5. Students will be able to do . . . 6. Prerequisite Knowledge and Skills (Implied) 7. Instructional Implications of the Standard 8. Learning Goal 9. IEP Goal 10. Essential Questions (Student Friendly) 11. High Probability & High Intensity Barriers 12. Implications of Barriers on Instructional Design Let’s go to the handout . . .
- 5. EvidenceUNPACKING STANDARDS 1. Performance Tasks - Through what authentic performance tasks will students demonstrate the desired understanding? - By what criteria will performances of understanding be judged? 2. Other Evidence - How will students reflect upon and self- assess their learning? 3. Test Item Specs - Are there considerations to naturally integrate test item specs?
- 6. Learning ExperiencesUNPACKING STANDARDS 1. Concrete Understandings 2. Representations 3. Additional Resources 3. Supports and Scaffolds Teacher, students, and guests can all be in the know. . .
- 7. Carmen Identify desired results 4th Grade Girl with Dyslexia Profile
- 8. Paul Identify desired results 7th Grade Boy with TBI Profile
- 9. Classroom Scenarios Identify desired results Carmen, 4th grade girl with dyslexia Paul, 7th grade boy with TBI
Editor's Notes
- What Matters Most Key Practice 3: Select and implement shared instructional practices Fullan (2008) We need “relentless consistency” in the use of effective “non-negotiable” practices Leads us to considerations for districts and schools, one of which is the question on the slide
- The curriculum has to be both standards based and flexible in design to meet the needs of all students Speak to information from Advocacy Brief: Understanding the Standards-based Individualized Education Program (IEP)
- Speak to the logic of the three stages of unpacking Offer non-example with content design approach This is an iterative thought process, a messy process The end goal is a coherent design
- Walk participants through handout Highlight that when most of us ‘unpack,’ numbers 1-5 common/familiar Offer the why behind the importance of 6-12
- Evidence is considered more for monitoring for progress toward the goal, to stay on track We are not recommending teaching to the test, rather, teaching to the standards
- These four areas ensures considerations for all learner needs are planned out Speak to relationship of Knowing where you’re going (Desired Results) and (Evidence) make this much stronger Next we’ll meet students who will be learning within this system of unpacking
- Carmen 4th Grade with dyslexia