Introduction to Interdisciplinary Planning

Lancaster School DistrictDepartment of Curriculum, Instruction, and Assessment

Schedule

• 8:00-8:30 Introductions, Housecleaning, Norms• 8:30-10:00 Peek, Backstory, Framework, Shifts

Staircase of Complexity• 10:00-10:15 Break• 10:15-11:15 DOK• 11:15-12:15 Lunch• 12:15-1:15 Illuminate Video, SBAC• 1:15-2:15 Interdisciplinary Planning Overview• 2:15-3:00 CIA Website, YAAGs, Units, Resources

Imagine you are a 21st Century student?

Peek Career Simulation• Form a team of 4-6 people who will apply to work for

Peek• Collaborate to create a 30-second elevator pitch to

convince Peek they should hire your team:– Peek Commercial and CEO 21st Century skills video– Excerpt from Request for Proposal– P21 Life and Career Skills paper

• Select a team member to share the elevator pitch

The Backstory…

• Common Core Planning Videos: First attempt to plan integrated Common Core unit.

• 21st Century Planning Teams, administrators, and students engage in Common Core.

Framework for 21st Century LearningThe Big Picture

NYS Common Core Standards Shifts Impact NYS Assessments

• 6 Shifts in ELA LiteracyCommon Core ImplementationCommon Core Assessments

1. Balancing Informational and Literary Text

2. Building Knowledge in the Disciplines

3. Staircase of Complexity4. Text-based Answers5. Writing from Sources6. Academic Vocabulary

1. Focus2. Coherence3. Fluency4. Deep Understanding5. Applications6. Dual Intensity

6 Shifts in Mathematics

1 & 2: Non-fiction TextsAuthentic Texts

3: Higher Level of Text Complexity Paired Passages

4&5: Focus on command of evidence from text: rubrics and prompts

6: Academic Vocabulary

1: Intensive Focus

2: Linking Back

4, 5, 6:

Mathematical Modeling

Shifts in ELA/ Literacy

Shift 1 Balancing Informational & Literary Text

Students read a true balance of informational and literary texts.

Shift 2 Knowledge in the Disciplines Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities

Shift 3 Staircase of Complexity Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading.

Shift 4 Text-based Answers Students engage in rich and rigorous evidence based conversations about text.

Shift 5 Writing from Sources Writing emphasizes use of evidence from sources to inform or make an argument.

Shift 6 Academic Vocabulary Students constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.

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Shifts in Mathematics

Shift 1 Focus Teachers significantly narrow and deepen the scope of how time and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards.

Shift 2 Coherence Principals and teachers carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years.

Shift 3 Fluency Students are expected to have speed and accuracy with simple calculations; teachers structure class time and/or homework time for students to memorize, through repetition, core functions.

Shift 4 Deep Understanding

Students deeply understand and can operate easily within a math concept before moving on. They learn more than the trick to get the answer right. They learn the math.

Shift 5 Application Students are expected to use math and choose the appropriate concept for application even when they are not prompted to do so.

Shift 6 Dual Intensity Students are practicing and understanding. There is more than a balance between these two things in the classroom – both are occurring with intensity.

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HOW ELA SHIFT HAPPENS:

Gallery Walk: Collaborative Groups

1. Give 1 example for each shift-What could this look like in any classroom? You may use the “Shifts” paper

2. Move on to the next shift and repeat process.3. Return to the first shift you started on when

you finish Choose 1 example to share out.

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A Staircase of Complexity:

Getting to Know Your Common Core State Standards

The Standards

CCSS: The Goals• Prepare students to fill more good jobs.

– Professional jobs– Blue collar jobs– High tech jobs– Jobs to raise a family

• Prepare students to compete at a global level

CCSS: The Skills• Better reading & comprehension• Better writing & communication• Application of math skills to daily life• Strong foundations in science & technology• Creativity & innovation• Analytical thinking• Problem solving• Working well with different types of peers

The standards are….

• Fewer: Fewer standards that are explored at a deeper level.

• Clearer: More defined expectations for student learning.

• Higher: Higher expectations for student learning.

Let’s take a look….

The CCSS are like a staircase of complexity. They are reintroduced at

each grade level with more depth and complexity.

College and Career Readiness Anchor Standards for Reading

10 Anchor Standards for College and Career Readiness in Reading, Writing, and Mathematics.

Grade-specific standards define what students should understand and be able to do by the end of each grade.

They correspond to the College and Career Readiness (CCR) anchor standards.

The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

With prompting and support, ask and answerquestions about key details in a text.

Kinder

Ask and answer questions about key details in a text.

1st

Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

2nd

Anchor Standards for Reading1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Ask and answer questions to demonstrateunderstanding of a text, referring explicitly to thetext as the basis for the answers.

3rd

Refer to details and examples in a text whenexplaining what the text says explicitly and whendrawing inferences from the text.

4th

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

5th

“If you want to know what a man's like, take a good look

at how he treats his inferiors, not his equals.“

(Rowling, 2000, pg. 27)

Cite textual evidence to support analysis ofwhat the text says explicitly as well as inferences drawn from the text.

6th

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

7th

Cite the textual evidence that most strongly supportsan analysis of what the text says explicitly as well as inferences drawn from the text.

8th

Cite strong and thorough textual evidence to support analysis of what the textsays explicitly as well as inferences drawn from the text.

9th – 10th

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

11th – 12th

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Anchor

According to animal planet (2008), dolphins are known to form close bonds with other dolphins that may last an entire lifetime. Considering that female dolphins are more successful if they have contact with other dolphin mothers (Shute, 2010), it can be concluded that these marine mammals are very social creatures!

What is Depth of Knowledge (DOK)?

• A scale of cognitive demand (thinking) to align standards with assessments

• Based on the research of Norman Webb, University of Wisconsin Center for Education Research and the National Institute for Science Education

• Defines the highest DOK level for each Core Content standard for the state assessment

• Focuses on complexity of content standards (and thinking required) to successfully complete an assessment or task.

• The intended learning outcome (product) is the focus of the depth of understanding.

• Guides item development for state assessments

Level 1: Recall/ReproductionRecall a fact, information, or procedure; process information on a low level

Level 2: Skills/ConceptsUse information or conceptual knowledge, two or more steps

Level 3: Strategic ThinkingRequires reasoning, developing a plan or a sequence of steps, more than one reasonable approach

Level 4: Extended ThinkingRequires connections and extensions, high cognitive demands and complex reasoning

Four Levels of Cognitive Complexity

Same Verb—Three Different DOK Levels

DOK 1- Describe three characteristics of metamorphic rocks. (Requires simple recall)

DOK 2- Describe the difference between metamorphic and igneous rocks. (Requires cognitive processing to determine the differences in the two rock types)

DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle. (Requires deep understanding of rock cycle and a determination of how best to represent it)

*Instruction and classroom assessments must reflect the DOK level of the objective or intended learning outcome.

Developing the Cognitive Rigor Matrix

• Models to describe cognitive rigor combined:

– Bloom- What type of thinking (verbs) is needed to complete a task?

– Webb- How deeply do you have to understand the content to successfully interact with it? How complex or abstract is the content?

– Hess- Applies Webb’s DOK to Bloom’s cognitive process dimensions (Cognitive Rigor Matrix)

Hess’ Cognitive Rigor MatrixBL

OO

M

WEBB

What’s the Weight?

• 7% of the ELA CCSS Standards max out at Level 1

• 12% of the ELA CCSS Standards max out at Level 2

• 55% of the ELA CCSS Standards max out at Level 3

• 25% of the ELA CCSS Standards max out at Level 4

Let’s See It In Action!

DOK Activities• Work in collaborative groups to select one of

the following tasks to complete:– Fill in the DOK matrix– Identify the categorize activities by DOK level. – Given a DOK 1 activity (e.g., copying notes),

discuss and develop a way to increase the activity to a DOK 2, DOK3, and DOK 4 activity.

• You can use the DOK Question Stems

Welcome to Illuminate!

• http://help-dna.illuminateed.com/m/10241/l/135838-u001-welcome-to-illuminate-family

SBAC, Smarter Balanced Assessment Consortium

• State-led consortium working to develop next-generation assessments that accurately measure student progress toward college-and career-readiness.

Smarter Balanced Timeline

• Spring of 2013 Smarter Balanced Pilot Test• February 2014 Training Test• May 2014 Updated to Practice Test• Spring 2014 Field Test

– Over 4.2 million, Grades 3-8 and 11

• Spring 2015 Smarter Balanced Assessments

Examining an Item Through the Lens of Evidence-Centered Design

Use the line buttons to separate the rectangle into 6 equal sections. Then click on the sections to shade the area of the rectangle that represents 2/3 of the area of the whole rectangle.

Task Model:Partition tool is used to divide a given quadrilateral into up to 20 equal sections and to highlight fractions of the quadrilateral that represent halves, thirds, quarters, or fifths.

Assessment Target:Develop understanding of fractions as numbers.

Claim:Students can explain and apply mathematical concepts and carry out mathematical procedures with fluency.

Evidence:Student can create visual representations of fractions that range from one-half to four-fifths.

ALD’s, Achievement Level Descriptors

Deep CommandSufficient CommandPartial CommandMinimal Command

Describe level of student achievement Describe Knowledge, Skills, ProcessesDescribe college and career readinessRubric format

5 Types ofSBAC Questions

Selected Response Short Constructed Response Extended Constructed Response Technology Enhanced Performance Tasks

Selected Response

Series of options from which the student chooses Multiple Choice(s) (A, B, C, D)

Measures one or more standardsScored based on rubric

Lizards are fascinating creatures. There are over 3,000 known species, including monitors, skinks, geckos, chameleons, and iguanas, and they vary greatly in appearance. The largest lizard, the Komodo dragon, can grow over ten feet long, and the smallest, the Jaragua lizard, can fit on a dime. Skinks usually have smooth scales like snakes, iguanas have mohawk-like crests running down their backs, and the moloch is covered with spikes from head to tail. Lizards vary in color from shades of gray and brown to bright red or green, spotted or striped. Most have four legs but some are legless and easily confused with snakes (Hint: if it has external eardrums and eyelids it’s a lizard). Geckos can walk up walls. Chameleons not only change color but also have prehensile tails, similar to those of monkeys, that wrap around branches and their eyes can move in different directions.

What is the best way to revise the highlighted sentence to match the language and style of the paragraph?

A. Geckos are able to adhere to flush surfaces because setae on their footpads facilitate van der Waals forces between the setae structures and the surface.

B. Geckos are awesome because they have sticky toes that allow them to climb windows like Spiderman.

C. Geckos have the remarkable ability to walk up walls thanks to tiny hair-like structures on their toes that cling to smooth surfaces.

D. Geckos scurry up walls like tiny dancers gliding effortlessly across a stage, their movements as natural as a well-rehearsed ballet.

Hand Out: Formats and Componentsof Selected Response Items

Distractor Analysis

A. This option uses too much scientific language to fit with the rest of the paragraph.

B. This option is more informal than the rest of the paragraph.

C. KEY. This option uses formal, non-technical language that fits well with the rest of the paragraph.

D. This option uses too much figurative language to fit with the rest of the paragraph.

STIMULUSLizards are fascinating creatures. There are over 3,000 known species, including monitors, skinks, geckos, chameleons, and iguanas, and they vary greatly in appearance. The largest lizard, the Komodo dragon, can grow over ten feet long, and the smallest, the Jaragua lizard, can fit on a dime. Skinks usually have smooth scales like snakes, iguanas have mohawk-like crests running down their backs, and the moloch is covered with spikes from head to tail. Lizards vary in color from shades of gray and brown to bright red or green, spotted or striped. Most have four legs but some are legless and easily confused with snakes (Hint: if it has external eardrums and eyelids it’s a lizard). Geckos can walk up walls. Chameleons not only change color but also have prehensile tails, similar to those of monkeys, that wrap around branches and their eyes can move in different directions.

STEMWhat is the best way to revise the highlighted sentence to match the language and style of the paragraph?

OPTIONS

A. Geckos are able to adhere to flush surfaces because setae on their footpads facilitate van der Waals forces between the setae structures and the surface.

B. Geckos are awesome because they have sticky toes that allow them to climb windows like Spiderman.

C. Geckos have the remarkable ability to walk up walls thanks to tiny hair-like structures on their toes that cling to smooth surfaces.

D. Geckos scurry up walls like tiny dancers gliding effortlessly across a stage, their movements as natural as a well-rehearsed ballet.

Smarter Balanced Assessment Consortium

Constructed Response

Assesses standards in greater depth and complexityRequires more analytical thinking and reasoningEliminates the “guessing” in Selected ResponseUses CAT (Computer Adaptive Testing)AI (Artificial Intelligence) used to scoreELA

http://sampleitems.smarterbalanced.org/itempreview/sbac/ELA.htm

Math http://sampleitems.smarterbalanced.org/itempreview/sbac/index.htm

A teacher asked her students to use estimation to decide if the sum of the problem below is closer to 4,000 or 5,000.

496 + 1,404 + 2,605 + 489 =

One student replied that she thinks the sum is closer to 4,000. She used the estimation shown below to support her reasoning.

Is the student’s reasoning correct? In the space below, use numbers and words to explain why or why not. If the student’s reasoning is not correct, explain how she should have estimated.

Hand Out: Components of aConstructed Response Item

STEM

STIMULI

Smarter Balanced Assessment Consortium

Extended Constructed ResponseExtended Constructed Response part of Performance

TaskComplexity/depth of knowledge (DOK) requiredMeasures more than one standard Students generate responses Technology integration

Performance Tasks Key component of College and Career Readiness Measures ability to integrate knowledge and skills across multiple

standards Measures depth of understanding, research skills, complex

analysis Focuses on big ideas instead of rote memorization Reflects real world problems with relevant content Allows for multiple approaches Incorporates 21st Century skills 120 minutes to administer Grade 4 Example

http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/animal-performance.pdf

Design of Performance Tasks

• Components of a Performance TaskStimulus

Readings Video clips Audio clips Graphs, charts,

other visuals Research topic/issue/

problem etc.

Information Processing Research questions Comprehension

questions Simulated Internet

search etc.

Product/Performance Essay, report, story,

script Speech with/without

graphics, other media Responses to

embedded constructed response questions.

etc.

Use 1-2 Stimuli for Grade 3. Use up to 5 stimuli for high school.

Emphasis on stimuli related to science, history, and social studies.

Stimulus Length and Complexity

• Length Guidelines • Lexile Guidelines

Qualitative measures and judgment

Grade Maximum Word Count

3 650

4 750

5 750

6 950

7 950

8 950

High School (9–11) 1,100

Grade Band Lexile Ranges

K–1 N/A

2–3 450–790

4-5 770–980

6–8 955–1155

9–10 1080–1305

11–CCR 1215–1355

Scholastic Programs Overview and Demos

Grade 6 Sample Performance Task

Scoring Information

• How your essay will be scored: The people scoring your essay will be assigning scores for:

– Statement of purpose/focus—how well you clearly state your claim on the topic, maintain your focus, and address the alternate and opposing claims

– Organization—how well your ideas logically flow from the introduction to conclusion using effective transitions, and how well you stay on topic throughout the essay

– Elaboration of evidence—how well you provide evidence from sources about your opinions and elaborate with specific information

– Language and Vocabulary—how well you effectively express ideas using precise language that is appropriate for your audience and purpose

– Conventions—how well you follow the rules of usage, punctuation, capitalization, and spelling

Elementary School Claim 1: Reading

• Selected Response, Constructed Response, and Technology-Enhanced Items

• 50% Literary texts: stories, poems, plays/drama, myths, mysteries, science fiction, historical fiction

• 50% Informational texts: literary nonfiction, historical documents, scientific articles, technical texts

Students can read closely and analytically to comprehend a range of increasingly

complex literary and informational texts.

Elementary School Claim 2: Writing

• Selected Response, Constructed Response, Technology-Enhanced Items and Performance Tasks

• Elementary school Claim 2 Performance Tasks include:– Narrative writing– Informational/explanatory writing– Opinion writing

Students can produce effective and well grounded writing for a range of purposes and audiences.

Elementary School Claim 3: Speaking & Listening

• Elementary school Performance Tasks– Oral presentations based on research

• Locally administered formative and interim

Students can employ effective speaking and listening skills for a range of

purposes and audiences.

Elementary School Claim 4: Research

• Selected Response and Constructed Response Items

• Performance Tasks

• Real world sources

• Multiple sources

Students can engage in research / inquiry to investigate topics, and to analyze, integrate, and present information.

Desert View Stars Learning Adventure

Middle School Claim 1: Reading

• Selected Response, Constructed Response, and Technology-Enhanced Items

• 45% Literary texts: stories, poems, plays/drama, myths, mysteries, science fiction, historical fiction

• 55% Informational texts: literary nonfiction, historical documents, scientific articles, technical texts

Students can read closely and analytically to comprehend a range of increasingly

complex literary and informational texts.

Middle School Claim 2: Writing

• Selected Response, Constructed Response, Technology-Enhanced Items and Performance Tasks

• Middle School Claim 2 Performance Tasks include:– Narrative writing– Informational/explanatory writing– Argumentative writing

Students can produce effective and well-grounded writing for a range of purposes and audiences.

Middle School Claim 3: Speaking & Listening

• Selected Response, Constructed Response, or Technology-Enhanced Items

• Middle School Performance Tasks– Oral presentations

Students can employ effective speaking and listening skills for a range of

purposes and audiences.

Middle School Claim 4: Research

• Selected Response, Constructed Response, and Technology-Enhanced Items

• Performance Tasks

• Real world sources

• Multiple sources

Students can engage in research / inquiry to investigate topics, and to analyze, integrate, and present information.

SBAC Survey Results

GLC, Grade Level Council, FeedbackK-2 GLC May 20143-5 GLC May 20146-8 GLC May 2014

SBAC Survey Activity

• 5, 3, 1 Critical Thinking Strategy– Read the following SBAC Survey quotes– 5 - Underline 5 that you think are most essential.– 3 - Identify 3 you will focus on this next school year– 1 - Decide on 1 you will share with your table group

• Whip Around – Among your table group, take turns sharing the

quote you selected

2014-15 Planning YAAGs and Units Grade 4 Unit 1 Know your Surroundings PDF

2014-15 Year at a Glance (YAAG)

Enduring Understanding

Essential Question

CCSS ELA

CA Content Standards

Essential Question

CCSS ELA

CA Content Standards

What is an Enduring Understanding?• Enduring Understandings are the specific

insights, inferences, or conclusions about the important big ideas, residing at the heart of all disciplines, that we want students to learn. They are:– Timeless– Cut across topics– Abstractions, rather than facts– Not “teachable” in the conventional sense

What are Essential Questions?

Essential Questions: • are derived from Enduring Understandings.• prompt guided inference whereby the student

must make, recognize, or verify a conclusion. • help students construct meaning out of

abstract notions and ideas.• lead students to the Enduring Understanding.

Pulling it all together

• 2014-15 Planning YAAGs and Units• District Assessment Calendars

– 2014-15 Planning http://cialancsd.org/2014-15-planning/

• IPG’s, Instructional Practice Guides– The Actions should be evident in planning and

observable in instruction. http://cialancsd.org/2014-15-planning/

• Integrating Technologies 3rd Grade Sample

5, 3, 1 IPG’s Activity

• Analyze an IPG• Identify 5 items you think are essential• Choose 3 you will focus on this year• Select 1 to share with your group

CIA Website Exploration Time

• Visit CIA website http://cialancsd.org/• Explore the 2014-15 Planning Page • Find your grade level and subjects YAAG/Unit• Visit the Curriculum & Instruction page• Integrating Digital Resources into Common Cor

e Units • Flocabulary Integration Examples• http://www.flocabulary.com/

Works Cited:• http://www.engageNY.org• Karen Hess Presentation - http://www.nciea.org/publications/rigorpresentation_KH11.pdf• Key Data Systems:

– Understanding DOK and the Transition to the Common Core OARS.ppt Sara Shore– https://support.oars.net/wp-login.php?redirect_to=https%3A%2F%2Fsupport.oars.net%2Foars-use

r-conference-2012-workshop-session-handouts%2F&reauth=1

• CCSS website: http://www.corestandards.org

• CDE SBAC website: www.cde.ca.gov/ta/tg/sa/smarterbalanced.asp• LA County Office of Education- http://www.lacoe.edu/

• NYC Department of Education- http://schools.nyc.gov/default.htm• SBAC website: http://www.smaterbalanced.org• http

://www.smarterbalanced.org/smarter-balanced-assessments/item-writing-and-review/ *Downloadable PowerPoints that demonstrate SBAC question design