schooling by design: questions: ablueprint for reform what...

unit 2

t 5

t 1

TRANSFER

6

Schooling by Design Grant Wiggins PATTN Feb 2012

Schooling by Design A blueprint for reform

Grant Wiggins

PATTN 2012 1

Questions

What would schooling look like if we designed it lsquobackwardrsquo from Mission amp Sound principles

Where do Mission amp long-term learning goals get lost in short-term actions What then should we do to change this

2 big ideas ‐ summary

School is only coherent and effective when it is Mission-based ndash when long-term purposes inform short-term plans and actions

A visionreality gap analysis is the engine of change for

3individuals as well as

The key Mission amp Principle word ishellip

TRANSFER Can students use content strategically and effectively in real situations 5

unit 1unit 2

unit 3unit 4

uni

unit 1unit 2

unit 3unit 4

Unit 4

unit 1unit 2

unit 3unit 4

unit 5

uniunit 2unit 3

unit 4Unit 7

Course 1 Course 3 Course 4 Course 2

Unit 6

Mission amp Principles

How People Learn

4

Program Goals

copy Authentic Education 2012 1

2

OG

O

CT RN

CA

RealityAction to close the

gap


The bottom‐line long‐term goal Students ndash

using content

now amp in the future

on their own

in context

effectively 7

9

Vision

VISION A rich and detailed lsquoblueprintrsquo of what our principles amp goals look like ndash what lsquomission accomplishedrsquo looks like

10

The 3 SASMD Principles The organization is Mission‐driven long‐term

student performance goals influence all short‐term plans actions and decisions

The organization is standards based it assesses against standards and it has

high standards

The organization is a system there is consistency and coherence across classrooms and schools the right hand knows what the left hand is doing

CURRICULUM and ASSESSMENT

INSTRUCTIONAL PR RAMS amp PRACTICES

PERSONNEL ‐ HIRING APPRAISAL DEVEL PMENT

MISSION

PRINCIPLES of LEARNING amp SCHOOLING

POLICIES STRU URES GOVE ANCE RESOURCE ALLO TION

Schooling by Design

A vision = a blueprint not just vague wishes

11

The Change Process

Vision

Reality Action to close the

gap

12


8


Jim Collins Good to Great

ldquoAll good-to-great organizations began the process of finding a path to greatness by confronting the brutal facts of their current realityrdquo

13

Reality even in good districts ‐

Too much boring lsquocoveragersquo of content

Assessments too low-level and not focused on Standards amp Mission

No real consistency of teaching assessing grading

14

Our SASMD Essential Questions

What would a model SAS school district look sound and be like

How should SAS teams move the project forward toward such a vision

18

In short lack of alignment between goals and means

15

with incredibly limited time the key goal in Driverrsquos Ed is still lsquoreal driving safelyrsquo

16

Hint not a good way to learn to drive

17



VISION Given the Principles amp Mission

What would we see inndash

1 classrooms

2 student work conduct

3 teacher use of class time

4 grading and reporting

5 how textbooks are used

6 team departmental and school staff meetings

7 how time and people are used 19

IFTHEN Action given the vision amp reality Vision must be fleshed out in concrete detail What precisely does the goal look like

Reality must be assessed Where are we given the vision

Problem statements must be carefully developed What are the root causes of the gap

Action plans are then developed What actions are most likely to close the gap

20

Donrsquot confuse lsquoquizrsquo drills with the lsquoperformancersquo game

lsquoDrillsrsquo ndash simple items The lsquogamersquo ndash Short-term objective challenging task Out of context The point of the drills

Discrete isolated In context with all its element messiness and interest

value

for initial simplified Requires a repertoire learning used wisely

set up and prompted

Doesnrsquot transfer to new Not prompted you situations on its own judge what to do when

22

Transfer = the real lsquogamersquo of using content on your own

Applying prior learning -To a novel and increasingly new and

unfamiliar-looking task

In an increasingly challenging context amp situation (purpose audience dilemmas ldquonoiserdquo etc)

With increasing independence and thus less teacher scaffold and reminders

23

But Grant

ldquoOur students are completely unprepared

ldquoWe have too much content to teach

ldquoOur parents donrsquot support usrdquo

ldquoWe teach too many students 24

lsquothe game is the teacherrsquo

The game

21

The drills


unit 2

t 5

t 1


No The mission the goal of transfer remain a priority regardless of where you are who your students are and how much time you

25have

Mission

ldquoThe first job of the leaders is to turn the organizationrsquos mission statement into

specificsrdquo ‐Peter Drucker

27

Mission

Mission

A general statement of what you are in business to accomplish ndash the priority student outcomes

29

Mission primarily framed in terms of outcomes not inputs

The Mission statement should highlight the long-term outcomes of student achievement behavior attitudes habits and abilities to which you are committed and obligated

30

The challenge of rigor

All local assessments and

assignments should be

assessed for the current and ideal

degree of rigor 26

unit 1unit 2

unit 3unit 4

uni

unit 1unit 2

unit 3unit 4

Unit 4

unit 1unit 2

unit 3unit 4

unit 5

uniunit 2unit 3

unit 4Unit 7


Unit 6

Mission-related Goals

28



Interestingly PA states the Mission of all schools in code

sect 411 Purpose of public education

Public education prepares students for adult life by attending to their intellectual and developmental needs and challenging them to achieve at their highest level possible In conjunction with families and other community institutions

31public education prepares students


The Mission statement should not highlight the beliefs of adults the programs you offer or the services you provide (ie the lsquoinputsrsquo)

OK to mention but make clear that the inputs are

32means to Mission ends

Donrsquot Confuse Ends and Means

Ends (key outcomes) The priority outcomes you are committed to causing in students

Means (what you offer) the core programsservicesbeliefs

33









District Example

North Alleghenys mission is to educate and develop all students to become confident life-long learners and responsible citizens within a changing global society by delivering an outstanding educational experience through a comprehensive array of opportunities in the pursuit of excellence

36


unit 2

t 5

t 1


District Example


37

Example

Aim to improve amp constantly assess To what extent are they ndash

Life-long learners

Responsible citizens

38

Criteria for Mission Statement

Written primarily in terms of student achievement in the intellectual affective and social realms (output) not in terms of what the adults do offer and believe (inputs)

Expresses your purpose in a way that inspires genuine support and ongoing commitment

Uses active verbs to describe what students should leave able do as a result of their schooling

Written in a way that is clear and easy for all audiences to grasp - free of jargon

Concise and clear enough that anyone in the organization can recall understand and refer to it 39

Mission extended

Mission of programs

A general statement of what you are in business to accomplish with and for students in subjects amp courses ndash

41what they should leave

The wisdom of our elders ndash Tyler over 60 years ago

ldquoThe purpose of a statement of objectives is to indicate the kinds of changes in the student to be brought about so that the instructional activities can be planned and developed in a way likely to attain these objectives that is to bring about these changes in students Hence it is clear that a statement of objectives in terms of content headings or generalizations is not a satisfactory basis for guiding the further development of the curriculumrdquo

42

Program Goals (incl Standards)

unit 1unit 2

unit 3unit 4

uni

unit 1unit 2

unit 3unit 4

Unit 4

unit 1unit 2

unit 3unit 4

unit 5

uniunit 2unit 3

unit 4Unit 7


Unit 6


40



Essence of Backward Design

S1 Students should leave having become_______ and able to use their learning to________

S2 So we need evidence of student ability tohellip_______

S3 So they will need to learndo _____

43

Scarsdale HS English Dept Program Philosophy amp Goals

As teachers of language we wish to enable students to become skilled communicators critical readers thoughtful viewers and close listeners

We encourage students to express themselves through a variety of written modes requiring them to work with increasingly complex structures and materials in order to enlarge their powers of synthesis and organization

We expect students to attend closely to texts from different cultures and ages and to become increasing aware not only of what these texts say but also of how they are put together

We wish students to develop an eye for key details an 44ear for telling phrases and the wit to see how these

Scarsdale English (2)

ldquoOur approach which is student-centered becomes more student-directed over the four years We aim for students to become increasingly responsible for their own education to become independent learners conscious of what they need to know and knowledgeable about how to learn itrdquo

45

Exeter Math Dept

The goal of the Mathematics Department is that all of our students understand and appreciate the mathematics they are studying that they can read it write it explore it and communicate it with confidence and that they will be able to use mathematics as they need to in their lives

We believe that problem solving (investigating conjecturing predicting analyzing and verifying) followed by a well-reasoned presentation of results is central to the process of learning mathematics and that this learning happens most effectively in a cooperative student-centered classroom 46

Math Exeter

To implement this educational philosophy [of problem-centered learning] members of the Dept have composed problems for nearly every course that we offer The problems require that students read carefully as all pertinent information is contained within the text of the problems themselvesmdashthere is no external annotation

The resulting curriculum is problem-centered rather than topic-centered The purpose of this format is to have students continually encounter mathematics set in meaningful contexts enabling them to draw and then

47verify their own conclusions

Mission

Personal Mission

A general statement of what you are trying to cause and what you committed to as priority long-term goals ndash the

48h amp



Your personal mission (2)

What is the long-term goal the point of ALL the content then Long after all the details have been forgotten what are you aiming for your studentsstaff to do and be To what outcomes are you

itt d b tt li 49

My purpose -Backward Design

S1 I am committed to studentsstaff leaving able to bedouse their learning to________

S2 So I need evidence of studentstaff ability tohellip_______

S3 So I will need to keep students always focused in day to day work on the long-term goals byhellip 50

Curriculum amp Assessment The curriculum is not the lsquocontentrsquo and activities for learning it but the best ways of causing transfer and mission‐related goals while using content

51

1 Backward Design from Transfer

Design lsquo backward from transfer not coverage

Means designing backward from content use in demanding performances and contexts just like in

53sports and the arts

4 Big Ideas on Curriculum Reform

1 Transfer not content is what you design backward from

2 Textbook is resource not course

3 Has to be a plan for how to get student autonomy (lsquogradual releasersquo)

524 Rigor of assessment is key

Aiming for explicit understanding

I want students to understand ndash The Constitution

The 3 branches of government

No - not a goal - this just says what the content is

5 copy Grant Wiggins 4



Backward from Content Use

ldquoI want students to leave having inferredrealized that now amp in the future ndash

The Constitution is a solution based on compromise to real problems of balance and limit of powers

The compromise has a long 5 sometimes bitter history 5


ldquoI want students to leave able to transfer their understanding ndash on their own ndash to address current and future situations Design a school government

Design a government for Iraq

Organize their workplace

Support candidates who understand our core principles 5

6

The course is never the textbook

The textbook is a resource It is jam-packed to be sold in 50 states Like an encyclopedia amp dictionary it provides topically organized content ndash not necessarily the best way to

57achieve understanding amp

Prioritized use of textbooks Given the Missions which chapters should be ndash

highlighted

skimmed

skipped

Re-sequenced What lessons activities amp assessments are needed beyond what is in the textbookprogram 58

Design backward from autonomy

ldquoStudents can on their own (ie without teacher reminders and simplifying scaffold) ndash

59

ldquoON THEIR OWNrdquo

from CC ELA Intro

ldquoStudents can without significant scaffolding comprehend and evaluate complex texts across a range of types and disciplines and they can construct effective arguments and convey intricate or multifaceted information Likewise students are able independently to discern a speakerrsquos key points request clarification and ask relevant questionsrdquo 60


Other Ev dence

Other Ev dence

unit 2

t 5

t 1


Therefore you need tohellip

Have a plan for developing independence over time ndash in each year and over the years

This requires a completely different view of sequencing

61

Use a rubric for lsquodegree of autonomyrsquo

1 Did with no teacher assistance

2 Required only 1-2 quick reminders

3 Required some direction hints and reminders

4 Required significant teacher assistance scaffolded prompting directions reminders

5 Even with considerable teacher assistance could not complete task

62

4 The often hidden problem of rigor

Consider the following test questions

What is 50 of 20

What is 67 of 81

Shawn got 7 correct answers out of 10 possible answers What did he get correct

JJ Redick was on pace to set an NCAA record in career free throw He had made 97 of 104 what was his

In his first tournament game Redick missed his first 5 free throws How far did his free-throw 64drop


ldquoThough these questions differ tremendously in scope difficulty and design all of them are lsquoalignedrsquo to the NJ state standard Understand and use ratios proportions and percents in a variety of situationshellip

ldquoThe level of mastery that will be reached is determined entirely by what sort of questions students are expected to

66answerrdquo

UBD Template

Performance Tasks

iStage 2 - Assessment Evidence

iStage 3 - Learning Plan

Other Evidence

The UbD Templatendash

lsquoby designrsquo addresses the issues we have identified 63

Rigorous Assessment Tasks Rubrics Exemplars of student work

Standards amp other Program Goals


Mission

unit 1unit 2

unit 3unit 4

uni

unit 1unit 2

unit 3unit 4

Unit 4

unit 1unit 2

unit 3unit 4

unit 5

uniunit 2unit 3

unit 4Unit 7 Unit 6 65




Solve the following quadratic equation

X2 ndashx ndash 6 = 0 Given the following rectangle with the lengths shown below find x

67


All local assessments and assignments have to be coded to reflect the current and ideal degree of rigor

69

71


ldquoQuestion 1 is taken straight from an algebra 1 textbook test question

Question 2 is from the SATrdquo

68

Rigor in assessment Matrix

1 Recall all that is required

2 Simple inference (amp simple task) desired response should be lsquoobviousrsquo and simple 1-2 scaffolded steps needed

3 Complex inference (amp simple task) not so obvious what is called for but thinking is scaffolded

4 Complex inferences (amp complex task) not so obvious what is called for

70

Recent audit of a PA district

Almost all semester exam questions were recall or simple inference questions

Test overall was less demanding than PSSA

72


PSSA


Findings ndash in Donegal over a decade ago on similar audit

1 Testing the lower-levels of cognition (knowledge and comprehension levels on Blooms Taxonomy) predominated at all levels (755)

2 Traditional selected-response formats of multiple choice true and false matching dominated

73all other types (80)

ldquoWe canrsquot because of the PSSA testsrdquo

74

The tests

Huh

You have to teach badly to raise test scores

75

External tests demand independent meaning amp

transfer

Every formal testing situation provides no hints reminders scaffold or explicit hints as to which content is demanded and how it should be used

76

Irony the difficult test questions involve understanding not recall

Unfamiliar reading passages and mathproblems They have to ndash Make meaning ndash what is this about Transfer ndash what should I do77 78



79

NAEP 2007 Emily needs to measure the length of a table She has a dollar bill that is about 6 inches long It fits end to end 10 times along the length of the table Which is the best estimate for the length of the table

5 feet

6 feet

10 feet

12 feet 81

83

FCAT 10th grade math

NAEP 2007

Five classes are going on a bus trip and each class has 21 students If each bus holds only 40 students how many buses are needed for the trip

80

Q on Dylan lyrics MCAS 10th grade

They are role models for the speaker

They are the most open to change

They represent an outdated set of values

They understand the problems of society

Based on ldquoThe Times They Are A-Changinrsquordquo why does the speaker most likely single out senators congressmen and mothers and fathers

82

MCAS 10th‐grade English non‐fiction reading item

A fellow fourth grader broke the news to me after she saw my effort on a class assignment involving scissors and construction paper ldquoYou cut out a purple bluebirdrdquo she said There was no reproach in her voice just a certain puzzlement Her observation opened my eyesmdash not that my eyes particularly helpmdashto the fact that I am colorblind In the 36 years since Irsquove been trying to understand what that means Irsquom still not sure I dohellip

Unlike left-handers however we seem disinclined to rally round our deviation from the norm Thus therersquos no ready source of information about how many presidents or military heroes or rock singers have been colorblind Based on the law of averages though there must have been some We are everywhere trying to cope trying to blend in Usually we succeed Until someone spots our purple bluebirds Then the jig is up

84



The most wrong item on the state test 64 incorrect

This selection is best described as -A a biography

B a scientific article

C an essay

D an investigative report 85

Sad irony

Local assessment weaker than state assessment ndash mimicry of the format instead of the rigor

False view that lsquotest preprsquo instead of a good education will lead to high scores ndash conflates lsquohealthrsquo with the lsquoyearly physical

86examrsquo

The good news

All of this is in our control

Honor the 3 SASMD Principles

Be utterly committed to your goals

Improve local assessment 87

for further information

Contact me

grantauthenticeducati onorg

website wwwauthenticeducationor89

Downloads

Go to wwwauthenticeducationorg

Click on folder near bottom ndash

Password = PATTN

88


OG

O

CT RN

CA

RealityAction to close the

gap


The bottom‐line long‐term goal Students ndash

using content

now amp in the future

on their own

in context

effectively 7

9

Vision

VISION A rich and detailed lsquoblueprintrsquo of what our principles amp goals look like ndash what lsquomission accomplishedrsquo looks like

10

The 3 SASMD Principles The organization is Mission‐driven long‐term

student performance goals influence all short‐term plans actions and decisions

The organization is standards based it assesses against standards and it has

high standards

The organization is a system there is consistency and coherence across classrooms and schools the right hand knows what the left hand is doing

CURRICULUM and ASSESSMENT

INSTRUCTIONAL PR RAMS amp PRACTICES

PERSONNEL ‐ HIRING APPRAISAL DEVEL PMENT

MISSION

PRINCIPLES of LEARNING amp SCHOOLING

POLICIES STRU URES GOVE ANCE RESOURCE ALLO TION

Schooling by Design

A vision = a blueprint not just vague wishes

11

The Change Process

Vision

Reality Action to close the

gap

12


8




13





14




18


15


16


17





1 classrooms











20




value


set up and prompted


22






23

But Grant






The game

21

The drills


unit 2

t 5

t 1



25have

Mission



27

Mission

Mission


29



30





degree of rigor 26

unit 1unit 2

unit 3unit 4

uni

unit 1unit 2

unit 3unit 4

Unit 4

unit 1unit 2

unit 3unit 4

unit 5

uniunit 2unit 3

unit 4Unit 7


Unit 6


28














33









District Example


36


unit 2

t 5

t 1


District Example


37

Example


Life-long learners


38







Mission extended

Mission of programs





42


unit 1unit 2

unit 3unit 4

uni

unit 1unit 2

unit 3unit 4

Unit 4

unit 1unit 2

unit 3unit 4

unit 5

uniunit 2unit 3

unit 4Unit 7


Unit 6


40







43








45

Exeter Math Dept



Math Exeter




Mission

Personal Mission


48h amp





itt d b tt li 49






51


























6





highlighted

skimmed

skipped




59


from CC ELA Intro



Other Ev dence

Other Ev dence

unit 2

t 5

t 1





61







62



What is 50 of 20

What is 67 of 81







66answerrdquo

UBD Template

Performance Tasks



Other Evidence






Mission

unit 1unit 2

unit 3unit 4

uni

unit 1unit 2

unit 3unit 4

Unit 4

unit 1unit 2

unit 3unit 4

unit 5

uniunit 2unit 3







67



69

71




68






70




72


PSSA







74

The tests

Huh


75


transfer


76





79


5 feet

6 feet

10 feet

12 feet 81

83


NAEP 2007


80







82




84






C an essay


Sad irony



86examrsquo

The good news






Contact me



Downloads



Password = PATTN

88





13





14




18


15


16


17





1 classrooms











20




value


set up and prompted


22






23

But Grant






The game

21

The drills


unit 2

t 5

t 1



25have

Mission



27

Mission

Mission


29



30





degree of rigor 26

unit 1unit 2

unit 3unit 4

uni

unit 1unit 2

unit 3unit 4

Unit 4

unit 1unit 2

unit 3unit 4

unit 5

uniunit 2unit 3

unit 4Unit 7


Unit 6


28














33









District Example


36


unit 2

t 5

t 1


District Example


37

Example


Life-long learners


38







Mission extended

Mission of programs





42


unit 1unit 2

unit 3unit 4

uni

unit 1unit 2

unit 3unit 4

Unit 4

unit 1unit 2

unit 3unit 4

unit 5

uniunit 2unit 3

unit 4Unit 7


Unit 6


40







43








45

Exeter Math Dept



Math Exeter




Mission

Personal Mission


48h amp





itt d b tt li 49






51


























6





highlighted

skimmed

skipped




59


from CC ELA Intro



Other Ev dence

Other Ev dence

unit 2

t 5

t 1





61







62



What is 50 of 20

What is 67 of 81







66answerrdquo

UBD Template

Performance Tasks



Other Evidence






Mission

unit 1unit 2

unit 3unit 4

uni

unit 1unit 2

unit 3unit 4

Unit 4

unit 1unit 2

unit 3unit 4

unit 5

uniunit 2unit 3







67



69

71




68






70




72


PSSA







74

The tests

Huh


75


transfer


76





79


5 feet

6 feet

10 feet

12 feet 81

83


NAEP 2007


80







82




84






C an essay


Sad irony



86examrsquo

The good news






Contact me



Downloads



Password = PATTN

88





1 classrooms











20




value


set up and prompted


22






23

But Grant






The game

21

The drills


unit 2

t 5

t 1



25have

Mission



27

Mission

Mission


29



30





degree of rigor 26

unit 1unit 2

unit 3unit 4

uni

unit 1unit 2

unit 3unit 4

Unit 4

unit 1unit 2

unit 3unit 4

unit 5

uniunit 2unit 3

unit 4Unit 7


Unit 6


28














33









District Example


36


unit 2

t 5

t 1


District Example


37

Example


Life-long learners


38







Mission extended

Mission of programs





42


unit 1unit 2

unit 3unit 4

uni

unit 1unit 2

unit 3unit 4

Unit 4

unit 1unit 2

unit 3unit 4

unit 5

uniunit 2unit 3

unit 4Unit 7


Unit 6


40







43








45

Exeter Math Dept



Math Exeter




Mission

Personal Mission


48h amp





itt d b tt li 49






51


























6





highlighted

skimmed

skipped




59


from CC ELA Intro



Other Ev dence

Other Ev dence

unit 2

t 5

t 1





61







62



What is 50 of 20

What is 67 of 81







66answerrdquo

UBD Template

Performance Tasks



Other Evidence






Mission

unit 1unit 2

unit 3unit 4

uni

unit 1unit 2

unit 3unit 4

Unit 4

unit 1unit 2

unit 3unit 4

unit 5

uniunit 2unit 3







67



69

71




68






70




72


PSSA







74

The tests

Huh


75


transfer


76





79


5 feet

6 feet

10 feet

12 feet 81

83


NAEP 2007


80







82




84






C an essay


Sad irony



86examrsquo

The good news






Contact me



Downloads



Password = PATTN

88


unit 2

t 5

t 1



25have

Mission



27

Mission

Mission


29



30





degree of rigor 26

unit 1unit 2

unit 3unit 4

uni

unit 1unit 2

unit 3unit 4

Unit 4

unit 1unit 2

unit 3unit 4

unit 5

uniunit 2unit 3

unit 4Unit 7


Unit 6


28














33









District Example


36


unit 2

t 5

t 1


District Example


37

Example


Life-long learners


38







Mission extended

Mission of programs





42


unit 1unit 2

unit 3unit 4

uni

unit 1unit 2

unit 3unit 4

Unit 4

unit 1unit 2

unit 3unit 4

unit 5

uniunit 2unit 3

unit 4Unit 7


Unit 6


40







43








45

Exeter Math Dept



Math Exeter




Mission

Personal Mission


48h amp





itt d b tt li 49






51


























6





highlighted

skimmed

skipped




59


from CC ELA Intro



Other Ev dence

Other Ev dence

unit 2

t 5

t 1





61







62



What is 50 of 20

What is 67 of 81







66answerrdquo

UBD Template

Performance Tasks



Other Evidence






Mission

unit 1unit 2

unit 3unit 4

uni

unit 1unit 2

unit 3unit 4

Unit 4

unit 1unit 2

unit 3unit 4

unit 5

uniunit 2unit 3







67



69

71




68






70




72


PSSA







74

The tests

Huh


75


transfer


76





79


5 feet

6 feet

10 feet

12 feet 81

83


NAEP 2007


80







82




84






C an essay


Sad irony



86examrsquo

The good news






Contact me



Downloads



Password = PATTN

88














33









District Example


36


unit 2

t 5

t 1


District Example


37

Example


Life-long learners


38







Mission extended

Mission of programs





42


unit 1unit 2

unit 3unit 4

uni

unit 1unit 2

unit 3unit 4

Unit 4

unit 1unit 2

unit 3unit 4

unit 5

uniunit 2unit 3

unit 4Unit 7


Unit 6


40







43








45

Exeter Math Dept



Math Exeter




Mission

Personal Mission


48h amp





itt d b tt li 49






51


























6





highlighted

skimmed

skipped




59


from CC ELA Intro



Other Ev dence

Other Ev dence

unit 2

t 5

t 1





61







62



What is 50 of 20

What is 67 of 81







66answerrdquo

UBD Template

Performance Tasks



Other Evidence






Mission

unit 1unit 2

unit 3unit 4

uni

unit 1unit 2

unit 3unit 4

Unit 4

unit 1unit 2

unit 3unit 4

unit 5

uniunit 2unit 3







67



69

71




68






70




72


PSSA







74

The tests

Huh


75


transfer


76





79


5 feet

6 feet

10 feet

12 feet 81

83


NAEP 2007


80







82




84






C an essay


Sad irony



86examrsquo

The good news






Contact me



Downloads



Password = PATTN

88


unit 2

t 5

t 1


District Example


37

Example


Life-long learners


38







Mission extended

Mission of programs





42


unit 1unit 2

unit 3unit 4

uni

unit 1unit 2

unit 3unit 4

Unit 4

unit 1unit 2

unit 3unit 4

unit 5

uniunit 2unit 3

unit 4Unit 7


Unit 6


40







43








45

Exeter Math Dept



Math Exeter




Mission

Personal Mission


48h amp





itt d b tt li 49






51


























6





highlighted

skimmed

skipped




59


from CC ELA Intro



Other Ev dence

Other Ev dence

unit 2

t 5

t 1





61







62



What is 50 of 20

What is 67 of 81







66answerrdquo

UBD Template

Performance Tasks



Other Evidence






Mission

unit 1unit 2

unit 3unit 4

uni

unit 1unit 2

unit 3unit 4

Unit 4

unit 1unit 2

unit 3unit 4

unit 5

uniunit 2unit 3







67



69

71




68






70




72


PSSA







74

The tests

Huh


75


transfer


76





79


5 feet

6 feet

10 feet

12 feet 81

83


NAEP 2007


80







82




84






C an essay


Sad irony



86examrsquo

The good news






Contact me



Downloads



Password = PATTN

88







43








45

Exeter Math Dept



Math Exeter




Mission

Personal Mission


48h amp





itt d b tt li 49






51


























6





highlighted

skimmed

skipped




59


from CC ELA Intro



Other Ev dence

Other Ev dence

unit 2

t 5

t 1





61







62



What is 50 of 20

What is 67 of 81







66answerrdquo

UBD Template

Performance Tasks



Other Evidence






Mission

unit 1unit 2

unit 3unit 4

uni

unit 1unit 2

unit 3unit 4

Unit 4

unit 1unit 2

unit 3unit 4

unit 5

uniunit 2unit 3







67



69

71




68






70




72


PSSA







74

The tests

Huh


75


transfer


76





79


5 feet

6 feet

10 feet

12 feet 81

83


NAEP 2007


80







82




84






C an essay


Sad irony



86examrsquo

The good news






Contact me



Downloads



Password = PATTN

88





itt d b tt li 49






51


























6





highlighted

skimmed

skipped




59


from CC ELA Intro



Other Ev dence

Other Ev dence

unit 2

t 5

t 1





61







62



What is 50 of 20

What is 67 of 81







66answerrdquo

UBD Template

Performance Tasks



Other Evidence






Mission

unit 1unit 2

unit 3unit 4

uni

unit 1unit 2

unit 3unit 4

Unit 4

unit 1unit 2

unit 3unit 4

unit 5

uniunit 2unit 3







67



69

71




68






70




72


PSSA







74

The tests

Huh


75


transfer


76





79


5 feet

6 feet

10 feet

12 feet 81

83


NAEP 2007


80







82




84






C an essay


Sad irony



86examrsquo

The good news






Contact me



Downloads



Password = PATTN

88












6





highlighted

skimmed

skipped




59


from CC ELA Intro



Other Ev dence

Other Ev dence

unit 2

t 5

t 1





61







62



What is 50 of 20

What is 67 of 81







66answerrdquo

UBD Template

Performance Tasks



Other Evidence






Mission

unit 1unit 2

unit 3unit 4

uni

unit 1unit 2

unit 3unit 4

Unit 4

unit 1unit 2

unit 3unit 4

unit 5

uniunit 2unit 3







67



69

71




68






70




72


PSSA







74

The tests

Huh


75


transfer


76





79


5 feet

6 feet

10 feet

12 feet 81

83


NAEP 2007


80







82




84






C an essay


Sad irony



86examrsquo

The good news






Contact me



Downloads



Password = PATTN

88


Other Ev dence

Other Ev dence

unit 2

t 5

t 1





61







62



What is 50 of 20

What is 67 of 81







66answerrdquo

UBD Template

Performance Tasks



Other Evidence






Mission

unit 1unit 2

unit 3unit 4

uni

unit 1unit 2

unit 3unit 4

Unit 4

unit 1unit 2

unit 3unit 4

unit 5

uniunit 2unit 3







67



69

71




68






70




72


PSSA







74

The tests

Huh


75


transfer


76





79


5 feet

6 feet

10 feet

12 feet 81

83


NAEP 2007


80







82




84






C an essay


Sad irony



86examrsquo

The good news






Contact me



Downloads



Password = PATTN

88






67



69

71




68






70




72


PSSA







74

The tests

Huh


75


transfer


76





79


5 feet

6 feet

10 feet

12 feet 81

83


NAEP 2007


80







82




84






C an essay


Sad irony



86examrsquo

The good news






Contact me



Downloads



Password = PATTN

88


PSSA







74

The tests

Huh


75


transfer


76





79


5 feet

6 feet

10 feet

12 feet 81

83


NAEP 2007


80







82




84






C an essay


Sad irony



86examrsquo

The good news






Contact me



Downloads



Password = PATTN

88



79


5 feet

6 feet

10 feet

12 feet 81

83


NAEP 2007


80







82




84






C an essay


Sad irony



86examrsquo

The good news






Contact me



Downloads



Password = PATTN

88






C an essay


Sad irony



86examrsquo

The good news






Contact me



Downloads



Password = PATTN

88


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